CHC COMMUNITY

SERVICES
TRAINING PACKAGE
KNOWLEDGE GUIDE

VERSION 3.1 May 2020

Contents

Modification History ________________________________________________ 3

Purpose of this guide_______________________________________________ 4

Feedback and contributions ______________________________________________ 5

Knowledge requirements in units of competency________________________ 6

Approaches to service delivery knowledge terms _______________________ 8

Legal and ethical knowledge terms ___________________________________ 9

General knowledge terms __________________________________________ 16

Sector Specific Knowledge Terms ___________________________________ 24

Early Childhood Education and Care, including Out of School Hours Care ______________ 24
Youth Work and Justice _____________________________________________________ 37
Child, Youth and Family Intervention ___________________________________________ 56
Education Support __________________________________________________________ 72

Maintaining up-to-date sector knowledge _____________________________ 95

Community services ________________________________________________________ 96
Aged Care ________________________________________________________________ 96
Alcohol and other drugs _____________________________________________________ 98
Career Development ________________________________________________________ 98
Case Management _________________________________________________________ 99
Celebrancy _______________________________________________________________ 99
Counselling ______________________________________________________________ 100
Disability ________________________________________________________________ 100
Diversity and Human rights __________________________________________________ 101
Domestic and Family Violence _______________________________________________ 102
Employment Services ______________________________________________________ 102
Family Dispute Resolution __________________________________________________ 103
Family and Relationship Services _____________________________________________ 103
Mediation ________________________________________________________________ 104
Mental Health ____________________________________________________________ 105
Social Housing ___________________________________________________________ 105
Volunteering _____________________________________________________________ 106
Work health and safety _____________________________________________________ 106
Early Childhood Education and Care, including Out of School Hours Care _____________ 106

CHC Knowledge Guide | Version 3.1 Page | 2

 Child, Youth and Family Intervention __________________________________________ 108

Modification History

Release Release date Comments Section

number

3.1 May 2020 Update to table to reflect Skill Set

new release of Training
Package
3.0 December Addition of Client
2015 services sectors
2.0 October 2015 Addition of Direct Client
Care and support
Community Services &
Development
Cross sector units of
competency
Updated resources Throughout
Updated weblinks Throughout
1.4 January 2015 Updated all references to Throughout
NSSC website
Updated weblinks Throughout

1.3 April 2014 Resources added Other relevant resources and

publications
1.0 July 2013 This release meets the
National Skills Standards
Council’s Standards for
Training Packages,
release in November
2012

CHC Knowledge Guide | Version 3.1 Page | 3

On 1 January 2016, SkillsIQ was appointed as the Skills Service Organisation (SSO) with
responsibility for supporting the Industry Reference Committees responsible for the CHC
Community Services Training Package.

Much of original content of this document was developed by the former Community
Services and Health Industry Skills Council, with minor amendments outlined in the Version
Control and Modification History table. Minor updated to terminology and links have also
been made where required.

Purpose of this guide

This Knowledge strategies guide is one of several guides produced to help with the
implementation of the CHC Community Services Training Package.

CHC units of competency, assessment requirements, qualifications and skill sets can be
found on the national register www.training.gov.au.

In addition, the non-endorsed components have been expanded to include companion

volumes, including the following:

• The Implementation guide is a mandatory requirement for Skills Service

Organisations to develop. There are separate guides for the CHC Training Package
available at VETNet. The guides contain overview information about the entire
training package including a list of all units, skills sets and qualifications in the
training package. It also contains key implementation advice for use by RTOs
(registered training organisations).
• Other guides and resources to assist implementation in specific industry sectors.
These include:
- A Learning strategies guide describes potential strategies for working with a
diversity of learners and possible learning strategies.
- This Knowledge strategies guide identifies knowledge requirements of the
units of competency, a glossary of terms and provides information about
potential resources as well as links to useful information.
- An Assessment strategies guide provides guidance on implementation of
the Assessment Requirements as well as general advice about assessment.

CHC Knowledge Guide | Version 3.1 Page | 4

 - A Foundation skills guide provides guidance about identifying foundation
skills and developing them in students in the context of the sector in which
they work.
- A Work placement guide provides guidance on how to set up work
placements, the roles and responsibilities of RTOs and industry partners, how
to ensure that the placements are good learning experiences for students and
are run effectively in organisations.

Quality Assured
Endorsed components components of Training
of Training Packages Packages:
Companion Volumes

Implementation
Units of competency Guide

Assessment Learning Strategies

requirements Guide

Assessment
Qualifications Strategies Guide
These are optional
companion
volumes
Credit Knowledge Guide developed by the
arrangements CS&HISC to
support
implementation
Foundation Skills
Guide

Work Placement
Guide

Feedback and contributions

In time, these companion volumes will provide an opportunity to showcase best practice
from RTOs and provide a forum for sharing information and resources. If you have any
ideas, resources, case studies or feedback to contribute to the companion volumes, please

CHC Knowledge Guide | Version 3.1 Page | 5

provide your feedback via the SkillsIQ Continuous Improvement Feedback Register
https://www.skillsiq.com.au/ContactUs1.

Knowledge requirements in units of competency

The knowledge evidence section is a key component of the assessment requirements for
each unit of competency. Gathering evidence of knowledge is still an essential part of
determining a learner’s competence.

When trying to determine the range and breadth of knowledge required of a candidate, the
most important consideration is the context of the performance criteria. That is:

• how does the knowledge relate to the task

• what level of knowledge underpins the task and
• what range and scope of knowledge has been specified in the assessment
requirements?

Knowledge evidence specifies what the individual must know in order to safely and
effectively perform the work task described in the unit of competency. It is intrinsically linked
to performance and like all evidence must be current.

The knowledge evidence is set out in all the units of competency in this training package
using a common approach, and units have been updated to provide much clearer guidance
about the breadth or depth of knowledge required.

EXAMPLE
In the unit CHCAOD004 Assess needs of clients with alcohol and other drugs issues,
there is a requirement to know about assessment tools. Rather than simply having the
statement ‘assessment tools’ in the knowledge evidence, the following is included to provide
guidance:
‘AOD assessment tools, including:
• types of tools
• purpose of tools
• components of different types of tools, and the information they include

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 • availability of standardised tools
• benefits of standardised tools
• how to select tools for different situations and client presentations’

Of course, complete specification is not always possible and different industry sectors may
have taken different approaches to the amount of detail to be included. Users should also
review the application statement in each unit of competency to fully establish the context of
work which, in turn, provides guidance on the scope of knowledge required.

The latest review of the training package has focused on removing duplication and repetition
to develop a training package that is less ambiguous and easier to navigate for employers,
RTOs and learners. However, because the knowledge required performing one area of work
often overlaps with that required to perform another aspect, assessors will notice that some
knowledge may reappear in multiple units. Examples of this may include legal and ethical
considerations, communication or anatomy and physiology. This is only the case when the
knowledge is critical to the performance criteria of the unit. Overall trainers and assessors
will note reduced repetition and duplication across the knowledge requirements in units. It is
also essential that evidence of knowledge shows that the candidate can tailor knowledge to
the particular task described in the unit of competency.

There are some knowledge requirements that are common across each Training Package.
However, it is important that RTOs consult with industry and employers to determine how
knowledge relates to and is applied across different jurisdictions, organisations, job roles and
work functions. For example, duty of care will have different connotations across children’s
services, aged care, home and community support or mental health.

Prior to the introduction of the Standards for Training Packages, units of competency always
included a ‘Range Statement’ which specified the range of contexts and conditions to which
the performance criteria applied. This section often provided additional context information
for terms used in the unit. Range Statements are no longer part of the endorsed
components of Training Packages. The following tables provide some general explanations,
ranges and contexts relating to some frequently used terms listed under knowledge
requirements throughout the CHC Training Package.

CHC Knowledge Guide | Version 3.1 Page | 7

Approaches to service delivery knowledge terms

Approaches to service Meaning in the context of the training package

delivery terminology

Approaches to service The philosophical or theoretical approach the worker adopts when
delivery interacting and working with the support recipient. This will include
approaches such as asset-based, rights- based, person-centred,
strengths-based.

Collaboration This involves working together cooperatively towards common

goals. A collaborative approach to service delivery or case
management involves the person participating in setting goals
and making decisions about all aspects of their care. If
necessary, the person may need additional support to maximise
their ability to set goals and make their own decisions.

Collaboration with colleagues and other services is also an

important feature.

Collaboration is achieved through information sharing, joint

planning and the development of common understandings and
objectives.

Models of service The framework within which the approach is delivered. For
delivery example, consumer-directed care. In this example a support
worker may uphold a person-centred approach with clients while
delivering consumer directed care services.

Person-centred practice is treatment and care provided by

Person-centred
community service providers that places the person at the centre
practice
of their own care It may also be known as:
• person-centred care
• patient-centred care
• client-centred care

Strengths-based or An approach to working with individuals, families, groups,

skills-based approach organisations and communities. It focuses on identifying,
promoting and building on strengths, skills, interests, abilities and

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 capacities of the individual rather than a deficit approach where
the focus might be on limitations or difficulties.

Rights-based approach ‘Details of a human rights approach will vary depending on the
nature of the organisation concerned and the issues it deals with.
Common principles, however, have been identified as the PANEL:

• principle
• participation
• accountability
• non-discrimination and equality
• empowerment and legality’

Human Rights Commission 2015

www.humanrights.gov.au

Legal and ethical knowledge terms

Legal and ethical considerations relate to the regulatory and ethical requirements of the
function or task described by the unit of competency and how these are applied in different
organisations and individual practice. These will overlap and differ depending on the sector,
job role and work function and will need to be contextualised accordingly. It is not necessary
to teach and assess these over and over again if they have the same meaning and context
across a number of units of competency. However, it might be necessary to teach and
assess them differently across different units of competency if they have different meanings,
nuances or application in the context of specific tasks. For example, ‘duty of care’ knowledge
will be different between a child protection unit and a disability unit of competency.
Depending on the unit, some or all of the following appear as knowledge items for legal and
ethical considerations:

Legal and ethical Meaning in the context of the training package

terminology

Children in the Refers to workplaces where children may be present but they are not
workplace necessarily the primary recipient of care or support. For example, in an
aged care facility where family members including children would

CHC Knowledge Guide | Version 3.1 Page | 9

 frequently visit. As a worker there still may be duty of care and ethical
considerations in this context.

Codes of practice/ Refers to established codes within a given sector; specifically items in
codes of those codes that apply to the unit of competency. For example,
conduct/codes of professional associations in community services have codes of
ethics practice. Codes may relate to the role or an element of the role. For
example the Western Australian Disability Commission has
established a Code of Practice for the Elimination of Restrictive
Practices in disability work. Similarly, Safe Work Australia has
www.safeworkaustralia.gov.au/sites/swa/model-whs-laws/model-
cop/pages/model-cop" which are practical guides to achieving the
standards of health, safety and welfare required under the Work
Health and Safety (WHS) Act and the WHS Regulations in a
jurisdiction.

Continuing Refers to both formal and informal responsibility of individual workers

professional to participate in ongoing professional development. In some sectors
education there are specified requirements to meet registration or professional
association membership requirements. More broadly, individuals have
an ethical responsibility to maintain and enhance their skills and/or
knowledge.

Discrimination The responsibility of all workers under anti-discrimination law.

Dignity of risk Used to describe the right of individuals to choose to take some risk in
engaging in life experiences. It is about personal choice and self-
determination and has particular currency in the areas of disability and
mental health.

Duty of care Relates to common law negligence principles whereby workers need
to exercise reasonable care to prevent foreseeable injury. It can be a
grey area especially in light of service delivery models that promote

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 independence and consumer decision making. It is imperative that
duty of care is taught in the context of the task being covered and the
workplaces where the task will be undertaken because duty of care
issues will differ across different roles and jurisdictions.

Equal employment Links to discrimination and refers to the fact that every person
opportunity regardless of gender, race, colour, age, marital or parental status,
sexual preference, disability or religious belief have the right to be
given fair consideration for a job or other job related benefits such as
staff training and development.

In the training package context, specific knowledge of these

obligations generally relates to job functions at managerial level,
though all workers should be aware of their rights.

Human rights Referred to throughout the training package. The principles that
underpin human rights are central to community services work. How
human rights approaches are reflected in work practice varies
between sectors and organisations.

See also ‘rights-based approach’ above.

Human rights - United nations convention on the rights of persons with

disabilities (UNCRPD)

UNCRPD came into force in 2008. It clarifies and qualifies how all
categories of rights apply to persons with disabilities and identifies
areas where adaptations have to be made for persons with disabilities
to effectively exercise their rights, areas where their rights have been
violated and where protection of rights must be reinforced.

See www.un.org

Informed consent Used throughout the training package. Care needs to be taken in
relation to informed consent, especially in the health context where

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 there are legal implications, in particular to questions around:

• What is informed consent?

• Which workers are able to obtain informed consent?
• Which workers are not able to obtain informed consent and
what is the boundary of their roles in this regard?

Mandatory Mandatory reporting in community services typically relates to the

reporting legislated requirement to report incidents or suspicions of abuse or
neglect of children. It may also relate to any legislative requirement to
report an incident or concern. Reporting requirements may relate to
work health and safety, child protection, elder assault or excessive
force, food safety, funding obligations, financial reporting. This means
that the reporting requirements relevant to the unit of competency
need to be determined. For example if the unit of competency is about
aged care support tasks it might include:

• Compulsory reporting – legislative requirements

In this case there is a legislated requirement to report unlawful sexual

contact and excessive force in government funded services.
Mandatory reporting knowledge requirements need to be
contextualised to the unit of competency and the role or tasks being
undertaken.

Related terms: compulsory reporting, mandatory notifications,

notifiable incidents

Examples of mandatory or compulsory reporting:

Compulsory reporting aged care:

Aged Care Act 1997 requires approved aged care providers to report
allegations or suspicions of unlawful sexual contact, or unreasonable
use of force on a resident of an Australian Government subsidised
aged care home. From 1 July 2007 providers must have systems and
protocols in place that enable compulsory reporting of such incidents.

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 If the approved provider receives an allegation of, or starts to suspect
on reasonable grounds that unreasonable use of force or unlawful
sexual contact on a resident has taken place, they must report the
allegation or suspicion as soon as reasonably practicable and within
24 hours to the Police and the Department via the Aged Care
Complaints Scheme. They must also provide protections for staff who
report abuse.

Australian nursing and midwifery association position paper

anmf.org.au/documents/policies/PS_Compulsory_reporting.pdf

Notifiable incidents work health safety

www.safeworkaustralia.gov.au/sites/swa/whs-information/workplace-
incidents-reporting/pages/workplace-incidents-reporting

Child protection aifs.gov.au/cfca/publications/mandatory-reporting-

child-abuse-and-neglect

Product safety

Mandatory reporting of product-related death, injury and illness was

introduced by the Australian Consumer Law (ACL) on 1 January 2011.
www.productsafety.gov.au/content/index.phtml/tag/MandatoryReportin
g

Food Safety (Queensland samples)

www.health.qld.gov.au/foodsafety/documents/fs-7-allege-poison.pdf
www.health.qld.gov.au/ph/documents/ehu/notice_crit_noncompl.doc

Mandatory financial reporting

Standard business reporting: asic.gov.au/regulatory-

resources/financial-reporting-and-audit/preparers-of-financial-
reports/standard-business-reporting/

Reporting requirements for funding

e.g. www.qld.gov.au/community/community-organisations-

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 volunteering/community-care-reporting-requirements/

Children’s services regulatory requirements

https://www.acecqa.gov.au/nqf/national-law-regulations/national-
regulations

Practitioner/client Refers to setting and maintaining professional boundaries for

boundaries relationships as an ethical responsibility. Many health and community
services workers interact with clients about issues of a personal and
sensitive nature. They may also be working with carers and significant
others. Often, guidelines about these issues will be included in
professional codes of conduct/codes of practice/codes of ethics.

Privacy, Refers to the responsibility of all workers in relation to the law.

confidentiality and However, given the nature of work, there are specific legal and ethical
disclosure considerations in community services context that need to be tailored
to different sectors. These may relate to issues such as limitations on
privacy or requirements to disclose certain types of information.

Policy frameworks Refers to specific policy frameworks that apply, either at a federal or
State/Territory level. This affects the way services are funded, how
work is organised and the responsibilities of individual workers.

Records Refers to the many and varied legal, organisational and ethical
management requirements for records management - knowledge of these in the
context of specific work is vital. For example, depending on the sector
workers need to have knowledge of:

• what records need to be kept

• what information is required in records

• specific requirements for different programs or types of clients

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 • how long they need to be kept

• where they need to be kept

• who can access records

• implications of not complying with recordkeeping requirements

Rights and will vary according to the specific unit of competency and to the unit
responsibilities of that is being taught but generally training and assessment might cover:
workers,
employers and • employment conditions or key industrial relations issues for

clients sector

• consumer rights and expectations for service delivery and

information

• rights of the employer and what they can reasonably expect

• organisational and legal complaints procedures

• what is expected of all parties: obligations or responsibilities of

all parties to each other

• key players in determining and upholding rights and

responsibilities, e.g. Fair Work Australia, Safe Work Australia,
relevant state bodies and authorities

www.fwc.gov.au/about-us/resources

Specific legislation Some units of competency will refer to aspects of specific legislation
that applies to the function being described by the unit. Ideally, there
will be a boundary around this knowledge to provide information about
scope and depth. In essence the knowledge should be tailored
according to the requirements of the specific unit of competency.

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Work role Refers to the requirement to work within the boundaries of a role or
boundaries – within scope of practice - an important concept in community services.
responsibilities What those requirements, responsibilities and limitation are, will vary,
and limitations
• who are the different workers involved and what are the
different roles and responsibilities

• what types of situations are beyond scope

• when referral to other professionals is required

• what are the ramifications of working beyond scope

Work health and Refers to the specific work health and safety requirements that apply
safety to an individual unit of competency.

General knowledge terms

Knowledge evidence Meaning in the context of the training package

terminology

Augmentative and alternative AAC refers to methods that replace or supplement speech
communication (AAC) to address the needs of people whose oral speech skills
strategies limit their ability to meet their participation and
communication needs.

AAC systems comprise communication aids, symbols,

strategies and techniques and methods that may be aided
or unaided.

It may involve use of one or more of the following: body

language, sign language, pictures, photos or symbols,

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 communication boards, simplified language, accessible
multimedia, internet and information technology devices

Behaviours of concern There is no set definition for behaviours of concern that will
work for all clients or organisations. Behaviours of concern
will generally be any behaviour that is:

• inappropriate

• illegal

• will affect a person’s access to community or health

services

• will harm the person or others

• will result in property damage.

Behaviours of concern might stem from medical, physical,

psychological or environmental issues of the person.
Sometimes the term challenging behaviour and behaviours
of concern are used interchangeably. However, it is
important to remember that not all behaviours of concern
relate to a person doing something “wrong”. For example,
take the example of a client, Sam, banging a cup loudly
[challenging behaviour]. Another client, Pam, finds this loud
banging noise distressing and starts hitting her ears with a
closed fist [behaviour of concern].

It is important when teaching these concepts to tease out

the differences and contexts from the perspectives of
different organisations and clients.

Communication Often there is confusion regarding the breaking down of

communication theory and practice. The following outlines
how this has been broken down for the community and

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 health services sector:

Principles of effective communication, include:

• models - this is basic communication theories, e.g.

sender/encoder to receiver/decoder

• types - e.g. written, oral, non-verbal

• methods/modes - these are the method or mode you

use to take part in the TYPE of communication, e.g.
talking is a method relating to oral communication;
email is method relating to written; sign-language or
body language is a method relating to non-verbal

Communication techniques

This is where the methods or modes are extended and

should be where RTOs stipulate what is needed in the
particular unit of competency. Below are the general
techniques needed in current health and community
services environments.

• open ended questions, affirmations, reflections and

summaries

• motivational interviewing versus coercive approach

• collaboration vs confrontation

Influences on communication:

• language

• culture

• religion

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 • emotional state

• disability

• health

• environment

Potential constraints

Issues or circumstances that might impact on how

communication takes place e.g. clients emotional status,
physical health, intoxicated client, autism, disability,
dementia, cultural and linguistic diversity

Barriers to communication

Often barriers and constraints are used interchangeably

because they cross over. Barriers are things that block
communication and need to be addressed if communication
is to be effective. For example:

• attitudes, stereotypes, expectations, prejudices,

taboos, perceptions, viewpoints

• use of jargon or abbreviations

• systemic – organisation structures contributing to

communication problems

• physical – such as geographical distance between

sender and receiver; not being able to see non-
verbal cues over the phone

• physiological– such as the receiver may not hear the

message accurately due to reduced hearing

• environmental – for example the environment is too

noisy to hear properly; the environment doesn’t

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 provide enough privacy to allow for full disclosure or
open discussion; the receiver is also looking after
children and is therefore distracted

• personal – for example the receiver is not interested

or does not feel it is relevant to them

Community or social A socially inclusive society is defined as one where all

inclusion people feel valued, their differences are respected and their
basic needs are met so they can live in dignity. Social
exclusion is the process of being shut out from the social,
economic, political and cultural systems which contribute to
the integration of a person into the community (Cappo
2002).
Quoted in VicHealth Research Summary 2 - Social inclusion
as a determinant of mental health & wellbeing (January
2005)

In practice, social or community inclusion refers to

supporting and building the capacity of individuals to
participate in the community and define their own goals and
place within the community. It might involve advocating,
facilitating and empowering the participation of individuals to
the full extent of their preferences, desires and abilities to
maximise quality of life.

Related terms: social connectedness, normalisation, social

integration, social citizenship.

Complaints When teaching complaints, RTOs should cover both the

legal and organisation requirements and procedures for
dealing with and lodging complaints. Complaints can mean
many different things. They can be made by workers,
clients, family members, colleagues or other service
providers. They can be about an individual or the service
provision in general. They can be informal or formal and

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 they can range from wishing to voice dissatisfaction to
wishing to lodge a legal complaint that will be investigated
and acted upon.

The Australian Human Rights Commission is an

independent third party who investigates complaints about
discrimination and human rights
breaches.www.humanrights.gov.au/complaints/make-
complaint

Organisation Complaint Procedures

Organisation procedures should include processes to follow

when a complaint is received or when a person wishes to
make a complaint. Organisations should inform workers and
clients of their rights and the complaint procedures that can
be followed when a person feel his or her rights are being
impinged upon. This knowledge requirement is related to,
and can be taught in conjunction with, the rights and
responsibilities of workers, clients, organisations.

Complex Needs and co- Complex needs and co-existing needs are often used
existing needs interchangeably in the community services sectors. They
refer to the multiple and overlapping needs an individual
might have in addition to the specific issue they are
receiving support for.

Examples of people identified as having multiple and

complex needs may include:

• a social housing client who is attempting to escape a

domestic violence situation and has a child who is in
need of a new school and emotional support

• an aged care client who is receiving home care

support for personal care needs but is also showing

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 signs of isolation, anxiety and depression

• a person with a disability accessing personal care

support who also wishes to participate in education
but is having trouble accessing it

• a child receiving education support whose family is

also at risk of homelessness

• in a case management situation a client might be

accessing multiple services, to assist with AOD,
mental health, employment and housing

It is important to note that in the health sector complex

needs might relate to the complexity of the health needs of
the individual. In this context, community service workers
would not be responsible for assessing complex medical
needs. This falls within the scope of practice of medical
practitioners.

Related terms: multifaceted needs, multiple needs, multiple

disadvantages, multiple disabilities, multiple impairment,
dual diagnosis, high support needs, complex health needs.

Hearing assistance Hearing assistance refers to:

• tactics/communication techniques to use when

speaking with a hearing impaired person

• systems including hearing aids and

alternative/assistive listening devices (ALDs)

• processes including management and basic trouble

shooting of hearing aids and commonly used ALDs,
and sources of information regarding cochlear
implants and more complex ALDs

The deafness forum of Australia has developed a range of

CHC Knowledge Guide | Version 3.1 Page | 22

 resources on hearing assistance teaching and learning
modules for working with people living with hearing health
issues.

www.deafnessforum.org.au/index.php/publications/112-
uncategorised/255-hearing-assistance-teaching-learning-
modules

Pastoral care initiatives In the past the term pastoral care has had Christian
connotations. However, this is no longer the case in the
overall Australian context. Pastoral care refers to the
supporting, promoting and developing of social, emotional
or spiritual needs of individuals. The religious context will be
determined by the spiritual or religious needs as determined
by the client who may include any or no religious
denomination.

Pastoral care initiatives will relate to the specific frameworks

implemented in the organisation or school. RTOs should
really be engaging with their local schools or employers to
ensure that training and assessment is contextualised to
their specific needs in order to improve the employment
outcomes for learners. RTOs should be asking local schools
and organisations who employ their graduates: What
pastoral care initiatives do you undertake?

Generally speaking, pastoral care initiatives might relate to

the social and emotional wellbeing supports and mental
health initiatives provided by the organisation or school for
children and families. This will mean different things to
different organisations and schools. If you take an example
of a public school that has a high Aboriginal and Torres
Strait Islander population, the school may have links with
elders or community organisations to help support the social
and emotional wellbeing of the child in the context of the
Aboriginal and Torres Strait Islander cultures.

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 Another example might be the school counsellor plus their
links with local services, community and mental health or
pastoral care frameworks.

In the private sector, it might be initiatives or frameworks

relating to the religious denomination of the school.

It might also involve assisting a new Australian to assimilate

into Australian culture while maintaining their cultural and
religious identity which might be poorly represented and
accessible in the community. In this case the pastoral
support might include assisting the person to locate and link
in with relevant cultural and community groups. Examples of
wide scale pastoral care initiatives currently in play in
Australia include:

• National School Chaplaincy Program

www.education.gov.au/national-school-chaplaincy-
programme

• Kids Matter www.kidsmatter.edu.au/primary

Sector Specific Knowledge Terms

Early Childhood Education and Care, including Out of School Hours Care

Some of the terms explained below may appear in other qualifications. However, the
following table provides an explanation in the contexts of early childhood education and care
and out of school hours care and their corresponding national learning frameworks.

CHC Knowledge Guide | Version 3.1 Page | 24

Knowledge evidence Meaning in the context of the training package
terminology

The new National Framework for Early Childhood Education

National Quality Framework
and Care was established in December, 2009 by all
Australian Governments. The National Quality Framework
consists of:
• a national legislative framework that consists of the
Education and Care Services National Law and
Education and Care Services National Regulations
• a National Quality Standard
• an assessment and rating system
• a regulatory authority in each state and territory who will
have primary responsibility for the approval, monitoring
and quality assessment of services in their jurisdiction in
accordance with the national legislative framework and
in relation to the National Quality Standard.
• the Australian Children's Education and Care Quality
Authority (ACECQA).i
More information including videos, information sheets and
other resources can be found at
https://www.acecqa.gov.au/nqf/about
The National Quality Standard sets the benchmark for
National Quality Standard
quality education and care in children’s education and care
services. It provides families and care providers with a more
detailed understanding of children’s education and care
requirements, objectives, outcomes and expectations. See
www.acecqa.gov.au/national-quality-framework/the-
national-quality-standard

Details for the laws for the National Quality Framework for
National laws and
regulations each state and territory can be found at
www.acecqa.gov.au/National-Law
The Education and Care Services National Regulations (the

CHC Knowledge Guide | Version 3.1 Page | 25

 National Regulations) support the legislation and provide
detail on a range of operational requirements including:
• Application processes for provider approval, service
approval and supervisor certificates
• Setting out the rating scale
• The process for the rating assessment of services
against the National Quality Standard
• Minimum requirements relating to the operation of
education and care services organized around each of
the seven Quality Areas
• Arrangements to move existing services into the new
system.

For a Guide to both the National Law and Regulation, visit

www.acecqa.gov.au
The Australian Children’s Education and Care Quality
National Regulator
Authority (ACECQA) is the statutory authority responsible
for providing national leadership in promoting the quality
education and continuous improvement in the care of school
age children and early childhood. ACECQA work alongside
state and territory governments and the children’s education
and care sector to implement changes that will benefit
children and their families. For more information about
ACECQA, visit www.acecqa.gov.au
Australian Capital Territory
State Regulators
Children’s Education and Care Assurance (CECA) - a
section of the Education and Training Directorate -
administers the legislation covering approved education and
care services and licensed childcare services in the ACT.
www.det.act.gov.au/childrens_policy_and_regulation/legislat
ion
New South Wales
Early Childhood Education and Care Directorate,
Department of Education www.dec.nsw.gov.au/our-
services/children-and-youth
Northern Territory
Quality Education and Care NT, Department of Education

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 and Children's Services
https://education.nt.gov.au/education/committees,-
regulators-and-advisory-groups/quality-education-and-care-
nt
Queensland
Office for Early Childhood Education and Care, Department
of Education, Training and Employment
deta.qld.gov.au/earlychildhood/service/
South Australia
Education and Early Childhood Services Registration and
Standards Board of South Australia www.eecsrsb.sa.gov.au
Tasmania
Department of Education, Education and Care Unit
www.education.tas.gov.au
Victoria
Department of Education and Training
www.education.vic.gov.au/childhood/providers/regulation
Western Australia
Department of Local Government and Communities,
Education and Care Regulatory Unit
https://www.dlgc.wa.gov.au/LegislationCompliance/Pages/E
ducation-and-Care.aspx
‘A learning framework assists nominated supervisors,
Recognised learning
frameworks educators and co-ordinators to think more deeply about the
service’s approach to learning, development and care and
the way in which this guides everyday practice and
development of the program.’1 It helps create a common
language between educators, children, care providers,
families and the broader community so that all can
understand what is required for children to learn and
develop.
The learning frameworks help shape curriculum and

1
ACECQA, 2011. ‘Guide to the National Quality Standard’, p 21. Accessed online via
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-
130902.pdf

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 learning programs by driving an understanding of the
importance of play, relationships, collaborative decision
making and diversity.

Being, belonging and becoming – the Early Years

Learning Framework

This is the first National framework for early childhood

development. The Early Years Learning Framework, also
called ‘Belonging, Being and Becoming,’ is intended to
‘extend and enrich children’s learning from birth to five years
and through the transition to school. It assists services to
provide young children with opportunities to maximise their
potential and develop a foundation for future success in
learning.’2

Below is a comprehensive list of Key Documents which can

be downloaded in either Word or PDF format. These will
assist educators achieve quality service delivery and
effective client and team communication.

Relevant resources
• Early Years Learning Framework (EYLF)
Professional Support resources - The Inclusion and
Professional Support Program provides professional
development and inclusion support to Australian
Government-approved childcare service providers.
Resources are available at
https://www.education.gov.au/early-years-learning-
framework-0
• Early Years Learning Framework Resources -
resources for implementing framework, including
language translations

2
Ibid., p 21.

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 https://docs.education.gov.au/collections/practice-
based-resources-early-years-learning-framework
• National Quality Standard Professional Learning
Program https://www.ecrh.edu.au/
• Educators Guide to the Early Years Learning
Framework for Australia - PDF version available at:
files.acecqa.gov.au/files/National-Quality-
Framework-Resources-
Kit/educators_guide_to_the_early_years_learning_fr
amework_for_australia.pdf
• Early Years Learning Framework in Practice can be
purchased from www.earlychildhoodaustralia.org.au
• National Quality Framework Resource kit – order
form acecqa.gov.au/national-quality-framework-
resource-kit
• Education and Care Services National Regulations
acecqa.gov.au/national-regulations
• Education and Care Services National Law
acecqa.gov.au/National-Law
• www.education.gov.au/early-learning

My time, Our place - Framework for School Age Care in

Australia

The Framework for School Age Care, also known as ‘My

Time, Our Place,’ is closely linked to the Early Years
Learning Framework as learning is put at the forefront. It is
the first National framework for out of school hours care.
‘The aim of the Framework for School Age Care is to extend
and enrich the wellbeing and development of school age
children in education and care settings. It acknowledges
time and place as children engage in a range of play and
leisure experiences that allow them to feel happy, safe and

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 relaxed; interact with friends and practice social skills; solve
problems; try new activities; and learn life skills.’3
For more information https://www.ecrh.edu.au/approved-
learning-frameworks/my-time-our-place

Recognised learning frameworks

The following statement appears in many of the
Assessment Requirements for units in the ECE and SAC
coded units as part of the Knowledge Evidence:
• how to access:
- the National Quality Framework
- the National Quality Standards
- the relevant approved learning framework
• how to navigate through framework and standards
documents to find areas relevant to this unit of
competency
The reason that the knowledge evidence refers to ‘the
relevant approved learning framework’, rather than
specifying the Early Years Learning Framework and/or My
Time, Our Place is that the Education and Care Services
National Regulations, under the Education and Care
Services National Law also list a number of other
frameworks. The regulations state (note CS&HISC has
inserted hyperlinks for access to frameworks):
Division 5—Declared approved learning frameworks, p.
253-254
254 Declared approved learning frameworks
(1) For the purpose of section 323 of the Law, the following,
as in force on the scheme commencement day, are
declared approved learning frameworks—
(a) Belonging, Being and Becoming: The Early Years
Learning Framework for Australia, produced by the
Department of Education, Employment and Workplace
Relations of the Commonwealth for the Council of
Australian Governments, 2009;

3
Ibid., p 22.

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 https://www.ecrh.edu.au/approved-learning-
frameworks/early-years-learning-framework
(b) My Time, Our Place: Framework for School Age Care in
Australia produced by the Commonwealth Government
Department of Education, Employment and Workplace
Relations for the Council of Australian Governments, 2011.
https://www.ecrh.edu.au/approved-learning-frameworks/my-
time-our-place
(2) For the purpose of section 323 of the Law, the following,
as in force on the scheme commencement day, are
declared approved learning frameworks for the purpose of
the Law as it applies in the participating jurisdiction
specified—
(a) for the Australian Capital Territory, Every Chance to
Learn—Curriculum framework for ACT schools preschool to
Year 10; activated.act.edu.au/ectl/framework.htm
(b) for Tasmania, the Tasmanian Curriculum, the
Department of Education of Tasmania, 2008;
https://www.education.tas.gov.au/students/school-and-
colleges/curriculum/

(c) for Victoria, the Victorian Early Years Learning and

Development Framework, published by the Department of
Education and the Victorian Curriculum and Assessment
Authority in November 2009;
www.education.vic.gov.au/childhood/providers/edcare/page
s/veyladf.aspx
(d) for Western Australia, the Curriculum Framework for
Kindergarten to Year 12 Education in Western Australia.
https://www.education.wa.edu.au/western-australian-
curriculum
(3) Subregulation (2)(a) ceases to have effect on 31
December 2015.

Wherever the term ‘relevant approved learning framework’

or ‘approved learning framework’ appears in the units or the
assessment requirements it refers to the relevant framework

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 from the regulations as described above.

Defined as being able to make choices and decisions to

Agency
influence events and to have an impact on one’s world
Collaboration involves working together cooperatively
Collaboration
towards common goals. Collaboration is achieved through
information sharing, joint planning and the development of
common understandings and objectives.
This is taking an active role in contributing to communities.
Community participation
Learning takes place as children interact with educators and
Co-construct
other children as they work together in partnership.
Social or cultural groups or networks that share a common
Communities
purpose, heritage, rights and responsibilities and/or other
bonds. ‘Communities’ is used variously to refer, for
example, to the community within early childhood settings,
or within school age care settings, extended kinships, the
local geographic community and broader Australian society.
Reflective practices that focus on implications for equity and
Critical reflection
social justice. It involves examining and analysing events,
experiences and practices from a range of perspectives to
inform future planning and decision-making.
In the early childhood setting curriculum means ‘all the
Curriculum
interactions, experiences, activities, routines and events,
planned and unplanned, that occur in an environment
designed to foster children’s learning and development.’
Enduring habits of mind and actions and tendencies to
Dispositions
respond in characteristic ways to situations, for example,
maintaining an optimistic outlook, being willing to persevere,
approaching new experiences with confidence.
Long day care, occasional care, family day care,
Early childhood settings
Multipurpose Aboriginal Children’s Services, preschools and
kindergartens, playgroups, crèches, early intervention
settings and similar services.
In the early childhood setting, educators are early childhood
Educators
practitioners who work directly with children. The term is
used to refer to practitioners whose primary function in

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 Australian care settings is to plan and implement curriculum
and or programs that support children’s wellbeing,
development and learning. In school age care settings
educators are employed ‘before and after’ school and during
vacation periods.
A guide which provides general goals or outcomes for
Framework
children’s learning and how they might be attained. It also
provides a scaffold to assist school age care settings to
develop their own, more detailed program.
Involves taking into account all children’s social, cultural and
Inclusion
linguistic diversity (including learning styles, abilities,
disabilities, gender, family circumstances and geographic
location) in program decision-making processes. The intent
is to ensure that all children’s experiences are recognised
and valued. The intent is also to ensure that all children
have equitable access to resources and participation,
opportunities to demonstrate their learning and to value
difference.
Involves educators being deliberate, purposeful and
Intentionality
thoughtful in their decisions and actions.
Is a state of intense, whole hearted mental activity,
Involvement
characterised by sustained concentration and intrinsic
motivation. Highly involved children (and adults) operate at
the limit of their capacities, leading to changed ways of
responding and understanding leading to deep level
learning (adapted from Laevers, 1994).
Children’s involvement can be recognised by their facial,
vocal and emotional expressions, the energy, attention and
care they apply and the creativity and complexity they bring
to the situation. (Laevers) A state of flow Csikszentmihayle
cited in Reflect, Respect, Relate (DECS 2008).
A natural process of exploration that children engage in
Learning
from birth as they expand their intellectual, physical, social,
emotional and creative capacities. Life-long learning is
acknowledged as a self-motivated process that extends
intellectual, vocational and personal horizons which begins

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 in pre-school times, and is continued throughout life.
A guide which provides general goals or outcomes for
Learning framework
children’s learning and how they might be attained. It also
provides a scaffold to assist early childhood settings to
develop their own, more detailed curriculum.
A skill, knowledge or disposition that educators can actively
Learning outcome
promote in early childhood settings, in collaboration with
children and families.
Relationships that further children’s learning and
Learning relationships
development. Both the adult and the child have intent to
learn from each other.
In school age care literacy includes a range of modes of
Literacy
communication including music, movement, dance,
storytelling, visual arts, media and drama, as well as talking,
reading and writing.
In school age care meaningful leisure describes the
Meaningful leisure
opportunities for children to develop their imagination, social
ability and the sense of community including participation,
collaboration and responsibility.
Broadly includes understandings about numbers, patterns,
Numeracy
measurement, spatial awareness and data as well as
mathematical thinking reasoning and counting.
A skill, knowledge or disposition that educators can actively
Outcome
promote in school age care settings, in collaboration with
children and families.
Practices that are intended to promote children’s learning.
Pedagogies
School age care educators’ professional practice, especially
Pedagogy
those aspects that involve building and nurturing
relationships, program decision-making, teaching and
learning.
A context for learning through which children organise and
Play-based learning
make sense of their social worlds, as they engage actively
with people, objects and representations.
In the school age care setting includes all the spontaneous
Program
and planned experiences for children at the service

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 designed to support wellbeing and facilitate learning. It
includes all the interactions, experiences, activities, routines
and events.
Children’s growing awareness of the ways that their
Reflexivity
experiences, interests and beliefs shape their
understanding.
Interactions that further children’s wellbeing, learning and
Relationships
development. Both the adult and the child have intent to
learn from each other.
The educators’ decisions and actions that build on children’s
Scaffold
existing knowledge and skills to enhance their learning.
Refers to a range of human experiences including a sense
Spiritual
of awe and wonder, and an exploration of being and
knowing.
Includes much more than computers and digital
Technologies
technologies used for information, communication and
entertainment. Technologies are the diverse range of
products that make up the designed world. These products
extend beyond artefacts designed and developed by people
and include processes, systems, services and
environments.
Things that we read, view and listen to and that we create in
Texts
order to share meaning. Texts can be print-based, such as
books, magazines and posters or screen-based, for
example internet sites and DVDs. Many texts are
multimodal, integrating images, written words and/or sound.
The process of moving between home and childhood
Transitions
setting, between a range of different early childhood or
school age care settings, or from childhood setting to full-
time school.
Sound wellbeing results from the satisfaction of basic needs
Wellbeing
- the need for tenderness and affection; security and clarity;
social recognition; to feel competent; physical needs and for
meaning in life (adapted from Laevers 1994). It includes
happiness and satisfaction, effective social functioning and
the dispositions of optimism, openness, curiosity and

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 resilience.

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Youth Work and Justice

Some of the terms explained below may appear in other qualifications. However, the
following table provides an explanation in the contexts of youth work and justice.

Knowledge evidence Meaning in the context of the training package

terminology

Units of competency across the Youth Work stream require

Youth work frameworks,
standards, codes and learners to have knowledge of relevant industry standards,
guidelines
codes and guidelines and organisational policies and
procedures.
Frameworks, standards, codes and guidelines also differ
between states and territories. Below is a list of resources
that can provide information for workers across Australia:
• NSW (Youth Action): youthaction.org.au/
• VIC (Youth Affairs Council of Victoria):
www.yacvic.org.au
• SA (Youth Affairs Council of South Australia):
www.yacsa.com.au
• ACT (Youth Coalition of the ACT):
www.youthcoalition.net
• WA (The Western Australian Association of Youth
Workers): http://www.youthworkwa.org.au/
• NT (Northern Territory Youth Affairs Network):
www.ntyan.com.au/new/ntyan
• TAS (Youth Network of Tasmania): www.ynot.org.au
• QLD (Youth Affairs Network of Queensland):
www.yanq.org.au
• Additionally these two national bodies can provide
further information.
• Australian Youth Affairs Coalition: www.ayac.org.au
• Australian Clearinghouse for Youth Studies:
www.acys.info
The Australasian Juvenile Justice Association (AJJA)
Juvenile Justice Standards

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 Juvenile Justice Standards developed in 2009 describes the
agreed standard for practice to be delivered by juvenile
justice administrators. They are the agreed set of standards
juvenile justice service agencies aspire to meet.
Fundamental to juvenile justice systems is the recognition
that children and young people are different to adults, they
vary in maturation levels and predominately dependant on
adults for care, supervision and guidance.
The AJJA Juvenile Justice Standards have been developed
to support jurisdictions to deliver services that:
• are procedurally fair and acknowledge the rights and
responsibilities of all involved (Procedural Fairness
Domain)
• provide professional, timely, evidence-based advice to
courts, statutory authorities and other stakeholders
(Informed Advice Domain)
• support compliance, contribute to reducing offending,
increase community safety and support positive
behaviour (Service delivery Domain)
• reduce offending by working with families and the
support and cultural networks of children and young
people who are involved in the juvenile justice system
(Family and Community Domain)
• partner with government and community organisations
to improve integrated services to children and young
people (Partnerships Domain)
• reduce the number of children and young people in the
justice system through diversionary strategies
(Diversion Domain)
• provide the facilities and other resources required to
deliver effective and efficient juvenile justice services
(Infrastructure Domain)
• ensure that agencies implement workforce practices
that support staff to deliver effective and efficient
juvenile justice services (Workforce Domain)
• ensure that environments in which children and young

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 people are lawfully detained are safe, secure and
developmentally appropriate. (Security Domain)
• provide juvenile justice services in ways that optimise
the health and wellbeing of children and young people
(Health and Wellbeing Domain)
The Juvenile Justice Standards 2009 apply nationally and in
New Zealand to all Juvenile Justice Administrators. The
Standards have been assembled in accordance with
Australian national legislation and international covenants,
including:
• United Nations Rules for the Protection of Juveniles
Deprived of their Liberty
• United Nations Standard Minimum Rules for Non-
Custodial measures
• United Nations Standard Minimum Rules for the
Administration of Juvenile Justice
• South Australian - Young Offenders Act (1993)
• Victorian Children - Youth and Families Act (2005)
• Queensland - Juvenile Justice Act (1992)
• Western Australia - Young Offenders Act (1994)
• Tasmania - Youth Justice Act (1997)
• New South Wales - Young Offenders Act (1997);
Children (Community Service Orders) Act (1987);
Children (Criminal Proceedings) Act (1987)
• Australian Capital Territory - Children and Young
People Act 2008 and Crimes (Sentence Administration)
Act 2005
• Northern Territory - Youth Justice Act (2006)
For more information, access:
The Australasian Juvenile Justice Administrators (AJJA):
www.ajja.org.au

Activities and resources to • Avoid stereotypes and generalisations about young

promote diversity include: people
• Challenging assumptions of existing world views e.g.

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 hetero-sexism, racism
• Enjoyment of young people and a genuine commitment
to the well being and value of young people in the
community
• Establish welcoming and inclusive youth spaces, work
environment and community settings
• Inclusive attitudes and behaviours of staff and
volunteers
• Inclusive organisation policies that promote cultural
competence, inclusion and anti-discrimination
• Not under-estimating or over-estimating young people
• Promote positive images that represent diversity in work
practices e.g. printed resources, art works, posters etc
• Where appropriate seek to understand and challenge
discriminatory behaviours and attitudes of young people
and other key stakeholders
• Work creatively to celebrate diversity
• See CHCYTH001, CHCYTH002, CHCYTH007
Activities may include: • Discussion groups e.g. about safe sex, religious beliefs
• Sporting and recreation activities e.g. basketball at the
drop in centre, pool game, disco, bush excursion
• Structured and unstructured social activities e.g. party,
shopping, visit to the cinema
• See CHCYTH001, CHCYTH006, CHCYTH008
Additional resources may • Aboriginal and/or Torres Strait Islander liaison officers
include • Counsellors
• Drug and alcohol services
• Education/training/skills development
• Employment/career development
• Intervention and behaviour management programs
• Medical
• Physical, mental, social and emotional developmental
programs and strategies
• Program coordinator
• Recreation/sporting groups

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 • Religious/spiritual adviser
• Resources in the client’s natural networks
• Special support needs
• Specialist cultural liaison and support
• Welfare organisations
• See CHCYTH001, CHCYTH003, CHCYTH010
Appropriate communication • Effective communication techniques including:
strategies and techniques o active listening (reflecting and questioning)
o adaptation to purpose
o body language
o community languages
o complexity of content
o language levels and styles
o normalising and summarising
o physical and sensory contact
o reframing and challenging
o tone
• Use communication strategies that are appropriate to
the young person, including:
o access to hidden populations of young people
via third party peers
o consideration of abilities and any technical aids
o cultural protocols, sensitivities and awareness
o gestures
o interpreters
o language
o location and proximity
o relevant content
o signed
o visual
• see CHCYTH001, CHCYTH002, CHCYTH007,
CHCYTH011
Assistance and referral may • Social/welfare worker
include: • Medical
• Drug and alcohol services
• Intervention and behaviour management programs

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 • Counsellors
• Religious/spiritual adviser
• Program coordinator
• Case manager and case management team
• Aboriginal, Torres Strait Islander liaison
• Specialist cultural liaison and support
• Welfare organisations
• Legal advice
• Education/training/skills development
• Recreation/sporting groups
• Employment/ career development
• See CHCYTH003, CHCYTH009, CHCYTH010,
CHCYTH011
Barriers may include, but are • Age
not limited to: • Behaviours and attitudes of others
• Cultural
• Financial and other resource constraints
• Geographical
• Health
• Intellectual
• Limited opportunities
• Linguistic
• Political
• Self belief
• Situational
• Social
• Societal stereotypes
• Young person’s behaviours and choices
• See CHCYTH001, CHCYTH002, CHCYTH005
Communication strategies • Applying all the communication techniques listed in the
include: Essential knowledge
• Information prepared and provided by others
• Information prepared by the client
• Written and spoken information
• See CHCYTH001, CHCYTH002, CHCYTH007

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Community development in • Youth development
youth work includes: • Youth participation
• Youth leadership
• Youth arts practice
• Young people and community spaces
• Youth enterprise
• Youth work at local governments
• Youth policy
• Developing community resources for young people e.g.
street outreach
• Community education with or about young people
• Education with young people e.g. health promotion,
popular education
• Peer based education and support programs
• Youth work and community projects, such as
environmental projects
• Collective action
• See CHCYTH006, CHCYTH008
Community includes: • Geographic locations
• Communities of interest – including on line communities
• See CHCYTH007
Concerns about the young • Abuse
person may include the • Addiction
following applicable to the • Anger
young person and/or their • Domestic and family violence
family/carers • Drug use
• Emotional and social development
• Mental health
• Risk behaviour
• Sexual abuse
• Sexual offences
• Violence
• See CHCYTH004, CHCYTH007, CHCYTH012
Contexts of young people • Historical, economic, political and social contexts of
young people

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 • Rights needs and responsibilities of young people
• Social and cultural construct of youth
• Socioeconomic status of young people
• Stereotyping of young people
• Young people as the primary client
• Young people in the media
• See CHCYTH001, CHCYTH002, CHCYTH003,
CHCYTH009
Creative methods and • Creative use of questioning, hypothetical and ‘what if’
processes may include: questions
• Creative visualisation, future imagining
• Identify the young person’s relationship with hope and
use processes that ensure safety and respect
• Other creative processes and activities to validate young
people’s experiences and explore other possible
perspectives for the same event, experience or story
• Storytelling, writing, drawing, arts, music, and other
forms of creative expression
• See CYCYTH001, CHCYTH006, CHCYTH007
Crisis will relate to: • Those faced by the client group
• Potential or actual crises
• People at immediate risk of emotional, physical,
psychological, spiritual, sexual and financial distress and
emergency
• Response to physical, mental, emotional or sexual
abuse
• Client’s relationship with other agencies e.g. legal
system, welfare
• See CHCYTH004, CHCYTH012
Critical situations will include • From others which jeopardise the safety and welfare of
actions and events: young people
• Which jeopardise the safety and welfare of the public
• Which jeopardise the safety and welfare of staff and
colleagues
• Issues of child protection

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 • Criminal actions
• From themselves (including self-harm and suicidal
behaviour)
• See CHCYTH004, CHCYTH012
Culture includes: • As defined by the community with whom worker has
contact and can include:
o shared experiences within ethnicity based
groups
o shared interest and ideologies
o shared social practices and rituals, religion and
spirituality
o language
• see CHCYTH001, CHCYTH002, CHCYTH007,
CYCYTH010
Decision-making, coping and • Accessing information
resiliency skills may include: • Communication and interpersonal skills
• Accessing support networks
• Analytical skills and problem solving
• Positive and safe relationships
• Increased personal power through knowledge of
individual rights and responsibilities
• Life skills
• Awareness of opportunities and lifestyle choices
• See CHCYTH001, CHCYTH004, CHCYTH008,
CHCYTH011
Development of the young • Core themes could include:
person may include: o autonomy and agency
o experimentation and risk taking behaviour
o identity
o interests, different personalities and abilities
o personal and collective meaning
o sexuality
o supportive networks, friendships, family and
other
o physical development

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 o Psychological and emotional development
• See CHCYTH001, CHCYTH002, CHCYTH004,
CHCYTH012
Diversity of young people • Aboriginal and/or Torres Strait Islander young people
includes: • Culturally and linguistically diverse young people
• Cultures associated with differing socioeconomic
backgrounds
• Diverse family experiences and family of origin
• Diverse sexualities – heterosexual, bisexual, gay and
lesbian
• Gender differences – young women, young men,
transgender young people
• Young migrants, refugees and asylum seekers
• Young people from diverse geographical locations,
urban, suburban, rural, remote, regional, transient
• Young people from diverse youth cultures, and sub
cultures
• Young people with a disability
• Young people with diminished health status
• See CHCYTH001, CHCYTH002, CHCYTH007,
CHCYTH011
Document intervention may • Assists good practice
include: • Assists, compliments and demystifies the change
process
• Enable the young person or groups story to emerge
• Enable young people and groups to own the records
• Enable young people or the group to write, participate in
and keep records
• Ensure the young person or group knows about the
records
• Keep records open and available to young people
• Maintain youth work accountability to the young person
or group
• Record in a manner that benefits the young person, the
youth workers and the organisation

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 • See CYCYTH001, CHCYTH004, CHCYTH005
Effective models, strategies • Client self determination
and programs that address • Empowerment
young peoples issues may • Community development
include: • Community education
• Intervention
• Support
• Prevention
• See CHCYTH001, CHCYTH002, CHCYTH005
Group processes: • How group members work together to achieve
something, including how they participate, communicate,
solve problems, and take on roles. This may include:
o Structured and unstructured groups
o Workshop techniques
o Brainstorming
o Meetings
• See CHCYTH006, CHCYTH008
Historical, social, political, • Historical service models
economic and environmental • Social and cultural construct of community
factors may include: • Young people in the media
• Socioeconomic status of young people and the
community
• Rights needs and responsibilities of young people
• Stereotyping of young people within and external to the
community
• See CHCYTH001, CHCYTH002, CHCYTH007
Incidents or conflict may • Potential or actual causes
include: • Young people expressing violence towards themselves
or others
• Young people experiencing violence
• Intense anger or despair
• See CHCYTH004, CHCYTH005, CHCYTH012
Individual rights may include • Social justice
: • Fairness
• Honesty

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 • Respect
• Participation
• Information
• Informed decision-making
• Lifestyle choice
• Safety
• See CHCYTH001, CHCYTH002
Information and referral • Specialist agencies and organisations
advice may include: • Special support groups
• Government and non-government services
• Individuals with specialist expertise
• Allowances, pensions and benefits
• Grants
• Private finance
• Equipment, physical aids
• See CHCYTH003, CHCYTH006
Models and frameworks of • Basic understanding of the theories of youth
youth work may include: development and youth work
• Client self determination
• Client-centred approaches
• Community Development
• Education
• Empowerment
• Rights based
• See CHCYTH002, CHCYTH007, CHCYTH009
Networks in the community • Peers
may include: • Family
• Recreational
• Cultural
• Lifestyle
• Educational
• Vocational
• See CHCYTH006, CHCYTH007, CHCYTH009
Power inequities in the • Age and physical appearance
professional relationship may • Authoritative positioning

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include: • Developmental imbalances
• Economic disadvantage
• Information and life skills
• Perceived or real power differentiation
• Vulnerability and experiences of the young person
• See CHCYTH002, CHCYTH004, CHCYTH011,
CHCYTH012
Power structures in a • Political
community may include: • Social
• Religious
• Economic
• Collective
• Hierarchical
• See CHCYTH002, CHCYTH004, CHCYTH007,
CHCYTH011, CHCYTH012
Practice frameworks include: • Rights based
• Empowerment
• Community development
• Client-centred
• Client self determined
• See CHCYTH002, CHCYTH007, CHCYTH009
Principles of ethical decision- • Appropriate use of professional and person power
making includes: • Commitment and skills to be able to work within the
organisation ideology, culture and belief system when
making ethical decisions
• Identify the organisation culture and ideology
• Recognise the impact of values and beliefs upon
practice
• See CHCYTH001, CHCYTH002, CHCYTH006
Principles of youth work • Being non-judgemental
practice include: • Considering the whole context of the young person
• Engaging with diversity and difference
• Focusing on the strength and capacities
• Integrity, acceptance, equity and equality
• Noticing change and achievement

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 • Recognising the person first not just the issues
• Self agency/young person directed practice
• Social justice, rights, access, equity and youth
participation, fairness, honesty and respect
• Transparency and transparent boundaries
• Valuing the person
• Working collaboratively
• Working towards ‘power with’ rather than ‘power over’
young people
• Working with young people in partnership
• See CHCYTH001, CHCYTH002, CHCYTH006
Program may include: • Activities designed to address needs of target groups
• Activities designed to meet needs identified in research
• Strategies to implement government/funding agency
policy
• Activities to extend the participation numbers in existing
programs
• Strategies to address exclusion, discrimination and
alienation
• Those directed at individual young people and their
needs
• Those directed at the general community which affect
young people
• Those initiated by the organisation, by community
groups, by other organisations, or by community leaders
and decision-makers
• Those designed to respond to social, economic and
demographic changes
• See CHCYTH002, CHCYTH005, CHCYTH007
Programs are planned and • Providing immediate support
implemented for the purpose • Promoting young people’s participation and personal
of: development
• Enabling young people to use their time constructively,
have fun and develop qualities of self reliance
• Enabling young people to learn life skills, knowledge and

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 attitudes
• See CHCYTH002, CHCYTH005, CHCYTH007
Relevant legislation and • Statutory care and protection guidelines
policy will include: • Confidentiality
• Age of consent
• Families’ rights and responsibilities
• OHS
• Duty of care
• Professional code of conduct
• Non-discrimination
• Equal employment opportunities
• See CHCYTH002, CHCYTH004, CHCYTH011
Relevant support and • Family support services
specialist staff and agencies • Counselling
may include: • Mediation
• See CHCYTH002, CHCYTH004, CHCYTH011
Research, analyse and apply • A basic understanding of formal ideologies
understanding of youth policy • Changing contexts of young people
includes: • Changing social policy contexts impacting on young
people and their environment today and in the future
• Current issues in youth policy and young people’s
experiences of all social policy e.g. health
• Economic context – disadvantage, poverty, income,
employment, government economic policy, distribution
of resources and opportunities
• Historical and social contexts of youth work e.g.
changing attitudes to young people, changing
approaches to working with young people, social
exclusion
• Political context – youth social policy
• Statutory frameworks of youth work
• See CHCYTH002, CHCYTH011
Response and action • Separation/isolation/searches
designed to minimise risk • Defusing strategies
may include: • Counselling

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 • Specialists/experts
• Intervention or mediation
• Special intervention
• Cultural support specialists
• Referrals
• Negotiation
• Specialist response teams
• See CHCYTH004, CHCYTH012
Support facilities will include: • Language/translations/interpreters
• Physical aids
• Transport
• Cultural advisers
• Change of venue/location
• Family/peer
• Specialists
• Case management team
• See CHCYTH001, CHCYTH007, CHCYTH011
Support to be provided by • Advice
worker to the young person/s • Provision of information
may be: • A listening and affirmation role
• Short term or crisis counselling
• Mediation (family and other)
• Advocacy (legal and other)
• Practical assistance
• Referral to other agencies/services
• Availability
• Linking with others, groups, networks
• See CHCYTH001, CHCYTH004, CHCYTH011
Supportive relationships may • Family
include those with: • Friends
• Service providers
• See CHCYTH001, CHCYTH002, CHCYTH011
The context of youth work • Centre based – appointment based
may include: • Drop in centres, recreational facilities
• Housing and residential services

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 • On line youth work, web based, emails, discussion
rooms
• Outreach and home visits, street, parks
• Schools
• Telephone
• See CHCYTH002, CHCYTH007, CHCYTH009
Work with the young person • Community education with young people
may include: • Community work with young people
• Education support work
• Group work with young people
• Individual youth work
• See CHCYTH002, CHCYTH003, CHCYTH006,
CHCYTH009
Young people include: • Individual young people who are users of the services of
the organisation
• Individual young people referred to the organisation
• Young people who are voluntary or involuntary users of
the services of the organisation
• Young people who fall in the specific target group of the
organisation
Young people’s issues may • Income concerns
include: • Unemployment
• Confidence and self-esteem
• Participation
• Accommodation
• Education
• Health
• Acceptance\isolation
• Spiritual
• Rights and social justice
Young person’s goals • Young person’s self identified goals forming part of a
include: purposeful plan of action
• See CHCYTH002, CHCYTH003, CHCYTH006
Young person’s rights • Young people’s rights as documented in the UN
include: convention on the rights of the child

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 • See CHCYTH002, CHCYTH003, CHCYTH006,
CHCYTH007
Youth centred practices • Always seek to engage with young people to hear and
include: understand their perspective in all issues related to them
• Commitment to the young person as primary client and
all other stakeholders as secondary
• Consideration of the young person and their
experiences as unique
• Prioritise the young person’s experiences, goals and
concerns in all work practices
• See CHCYTH002, CHCYTH011
Youth culture and sub • As defined by the groups of young people with whom
cultures include: worker has contact and can include:
o shared experiences within ethnicity based
groups
o shared interest and ideologies
o shared social practices and rituals, religion and
spirituality
o other
• Value the importance youth cultures challenge and
promote change to broader community
• see CHCYTH002, CHCYTH003, CHCYTH006,
CHCYTH007, CHCYTH008
Youth sector includes: • Funding bodies
• Government services
• Non government services
• Relevant levels of accountability
• Young people
• Youth sector peaks
• Youth workers
Youth work interventions • Brief interventions
include: • Community development
• Facilitating change
• Group work
• Individual work

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 • Problem solving
• See CHCYTH002, CHCYTH004, CHCYTH012
Youth work practice may • Case management
include: • Classification and review
• Community development
• Community work
• Group work
• Individual work
• Need and risk assessment
• Programmed intervention
• Protective care
• Reporting and referring systems
• Residential care, such as in a family group home
Youth work practice values • Be non-judgmental
may include: • Consider the whole context
• Engage with diversity and difference
• Focus on strengths and capacities
• Integrity, acceptance, equity and equality
• Notice change and achievement
• Recognise the person first not just their issues
• Self agency/young person directed practice
• Social justice, fairness, honesty and respect
• The values of:
o youth workers
o young people and their peers
o key stakeholders in young people’s lives
o workplaces
o colleagues
o other workers and services
o community
o others
• Transparency and transparent boundaries
• Valuing the person
• Work collaboratively
• Work towards ‘power with’ not ‘power over’

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 • Work with young people in partnership

Child, Youth and Family Intervention

Some of the terms explained below may appear in other qualifications. However, the
following table provides an explanation in the contexts of child, youth and family intervention.

Knowledge evidence Meaning in the context of the training package

terminology

The Coalition of Australian Governments (COAG) endorsed

Child protection framework
the first National Framework for Protecting Australia’s
Children 2009-2020 and it aims to provide the foundation for
national, coordinated reform across all states and territories.
The Framework can be accessed via the Department of
Social Services here www.dss.gov.au/our-
responsibilities/families-and-children/publications-
articles/protecting-children-is-everyones-business
However, practical measures and intervention for child,
youth and family protection is implemented by individual
governments of states and territories. The area of child
protection is highly regulated, however, across Australia, the
standards and guidelines differ. Below is a list of relevant
child protection authorities across states and territories that
can provide detailed information on the various facets of
child protection work.

Australian Capital Territory

The Office for Children, Youth, Family Support, an
administrative unit of the Community Services Directorate
http://www.communityservices.act.gov.au/ocyfs

New South Wales

Department of Family and Community Services
www.facs.nsw.gov.au

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 Northern Territory
Department of Children and Families, Northern Territory
Government https://territoryfamilies.nt.gov.au/

Queensland
Department of Communities, Child Safety and Disability
Services www.communities.qld.gov.au/childsafety/child-
safety-services

South Australia
Department for Communities and Social Inclusion
www.dcsi.sa.gov.au

Tasmania
Department of Health and Human Services
www.dhhs.tas.gov.au/children/child_protection_services

Victoria
Department of human Services
https://services.dhhs.vic.gov.au/
Western Australia
Department of Child Protection and Family Support
www.dcp.wa.gov.au/Pages/Home.aspx

The United Nations Convention on the Rights of the Child is

United Nations Convention
on the Rights of the Child a human rights treaty. There are 54 rights in total which
cover the civil, political, economic, social, health and cultural
rights of children. Under the Convention, a child is defined
as any human being under the age of eighteen, unless a
state’s national legislation awards the age of majority
earlier.
Australia has ratified the Convention since 1950 and
therefore, is bound to it by international law.
For more information, access www.unicef.org/crc

Accepted standards include: • State/territory coordinating bodies

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 • Interagency agreements and guidelines
• Protocols defined in legislation
• Organisation procedures
• Codes of ethics
• Practice standards
• Licensing and accreditation standards
• See CHCPRT001
Access resources may • Aboriginal and/or Torres Strait Islander legal aid
include: • Housing services
• Advocacy services
• Interpreter services
• Community justice services
• Aboriginal and/or Torres Strait Islander health service
• Other justice services internal to the organisation
• See CHCPRT007, CHCPRT017
Admitting young people to • Defining terms of custody with client, explaining terms of
facility includes: order to client and significant others in ways which are
clear and age and culturally appropriate
• See CHCPRT008
Agencies and personnel may • Children and families
include: • Child protection authorities
• Police
• Women’s and Children’s services
• Community and government health services providing a
range of services
• Housing agencies
• Education authorities
• Mental Health Services
• Drug and Alcohol Services
• Early Childhood and/or Youth Services
• See CHCPRT007
Agreed protocols and • UN Convention on the rights of the child 1989
guidelines for collaborative • Child protection legislation
practice in child protection • Relevant interagency guidelines
may include: • Codes of practice in child protection work

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 • Safety, well being and best interest of the child are
paramount considerations
• Listen to the voice of the child
• Need to work in partnership between government, non
government agencies and families in taking
responsibility for and responding to child abuse and
neglect
• Promotion of interagency cooperation and
communication to ensure best outcomes for the child
and their family.
• Collaborative working agreements that allow for timely,
efficient and effective interagency processes to respond
to child abuse and neglect.
• See CHCPRT006
An understanding of • Court processes
children's court procedures • Preparing for court
includes: • Attending court
• Writing the court report
• Working as a rural practitioner/court
• Preparing and supporting children, young people and
families pre and post court
• See CHCPRT014
Appropriate referrals may • Referral to child protection services
include: • Health and community support agencies
• Psychological and counselling services
• Medical assessment service
• Parenting assessment services
• See CHCPRT003
Challenges of child • Need for agreements for collaborative practices and the
protection work in a foundation of effective interagency work
collaborative practice may • Values and attitudes in relation to children and their
include: families
• Values and attitudes in relation to the role of your own
agency
• Values and attitudes in relation to the role of other key

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 agencies
• Organisation values
• Differences between agencies in relation to roles,
histories, cultures, powers and priorities, status and
perceived power, systems accountability, supervision
and responsibilities for decision-making
• Communication issues of information exchange and
privacy considerations, communication styles
• See CHCPRT003, CHCPRT004
Child (and young person)- • Legislation
focused work practices • Policies of organisation
• Client self-determination
• Appropriate use of language considering the age and
developmental stage of the child/young person
• Surroundings appropriate for a child
• Child and/or young person-directed communication
• See CHCPRT013
Child protection procedures • The specific job role
will be determined and • Organisation procedures
defined by: • Interagency agreements
• Legislation within jurisdictions
• See CHCPRT004, CHCPRT012
Choice of methods available • Coaching and training
to support young person may • Counselling and support
include: • Challenging behaviour
• Demonstrations and modelling
• Provision of information
• See CHCPRT013
Communication strategies • Use of interpreters
may include: • Use of translators
• Accessing communication protocols
• Liaison with Elders
• Verbal/non-verbal
• Printed and photo language
• Audio or video conferencing

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 • Respectful use of body language and proximity
• Identification and respect for roles of gender, age and
community status in communication
• See CHCPRT014, CHCPRT017
Cultural protocols may • Access and sharing information
include those relating to: • Attendance at community ceremonies and events
• Communication timeframes
• Reintegration into the community and family
• See CHCPRT018
Cultural, family and • Ethnicity
community issues may • Race
include: • Language
• Traditions
• Values
• Beliefs
• Religion
• Spirituality
• Customs
• Family structures and relationship networks
• Family and domestic violence
• Age
• Ability
• Mental health
• See CHCPRT010, CHCPRT013
Current youth justice issues • Risk identification
may include: • Over representation of specific groups in custody
• Recidivist offending
• Security risks
• Increased presentations of young offenders with
complex issues
• See CHCPRT016
Different youth justice work • Community setting
contexts may include: • Custodial/secure settings
• See CHCPRT016
Effective safe work and self • Safe work practices

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management strategies may • Note changes in professional practice
include: • Appropriate supervision
• Clarity about roles
• Regular multi-disciplinary case reviews
• Multi-disciplinary training
• Physical, psychological and emotional safety plans
• Communication
• Debriefing
• See CHCPRT016, CHCPRT006
Factors which influence • Risk taking behaviours associated with adolescent
young people’s offending development
behaviour may include: • Deprivation/neglect
• Experience and exposure to violence, discrimination,
criminal activity, oppression, abuse or other traumatic
events
• Vulnerability and reliance on illegal activity for survival
• Capacity and opportunity to participate in community,
education and recreational activity
• Factors related to mental health, alcohol and other drugs
(AOD) issues for the individual and/or family
• Accommodation, employment and income
• Physical health
• See CHCPRT014, CHCPRT002
Impacts of child abuse and • Consideration of the nature of child abuse or
neglect may include: maltreatment being physical and psychological -
recognising the insidious and detrimental impact of child
neglect
• Psychological maltreatment is embedded in all forms of
child maltreatment and exists in discrete forms
• Negative effects of psychological and physical
maltreatment on the cognitive, social, physical and
psychological development of children include:
o insecure attachment relationships
o distorted development and functioning leading to
withdrawal, aggression

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 o interruption of social competence and social
adjustments
o behavioural difficulties
o learning difficulties
• Dynamics of abuse and neglect or maltreatment and the
increased vulnerability of a child who has experienced
abuse and neglect
• See CHCPRT001, CHCPRT002
Indicators of trauma may • Neurobiological issues
vary with the age and stage • Behavioural changes
of the child and include, for • Hyper-arousal, hyperactivity and sleep disruption and
example: disturbance
• Heightened anxiety, insecurity and fearfulness
• Other emotional difficulties, including reduced capacity
to feel emotions
• Cognitive delay and memory difficulties
• Eating disturbances and food sensitivities
• Loss of acquired skills, such as:
o motor skills
o communication skills
• Regression to earlier behaviour
• Truanting from school and running away from home
• Toileting accidents and incidents
• Anti-social behaviour, such as hurting animals, fire
lighting
• Hinting about sexual experience and/or explicit
aggressive sexualised engagement with others
• Accident proneness and bodily aches and pains without
reason
• See CHCPTR010
Information gathering • Observation
techniques may include: • Consultation with appropriate persons including child or
young person
Consulting documentation and records held by the
organisation or from third party

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Integration into residential • Establishing processes for resolving issues between
setting includes: workers, client and other residents
• Explaining expectations of client while in facility
• Explaining rules and consequences for behaviour to
client
• Ideology relating personal and communal behaviour
operating in facility is explained to client
• See CHCPRT009
Issues affecting Aboriginal • Deprivation and isolation from family and community
and/or Torres Strait Islander contact
young people: • Over representation in custody
• Self-harm issues
• Cultural ‘shock’ in custodial setting
• Advocacy issues within the justice system
• Socioeconomics
• Education and language barriers
• See CHCPRT017
Issues affecting young • Risk of self-harm
Aboriginal and/or Torres • Cultural oppression
Strait Islander people in the • Isolation from community, family, spiritual and well being
youth justice system may supports
include: • Over representation in custody
• Recidivist offending
• Geographical and economic barriers for family visitation
and contact
• Alcohol and other drug issues
• Social and emotional well being
• Health risks
• Increased presentations of young offenders with
complex issues
• See CHCPRT017
Issues for children may • Impact of delay in a court matter coming to trial has a
include: disproportionate impact on children compared to adults
• Child’s experience of being questioned by different
professionals in the child protection system for different

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 purposes over a significant span of time in the life of a
child
• Increased vulnerability of a child who has experienced
abuse and neglect to further abuse and neglect
• Impact of experience of the child protection system in a
decision to report abuse and neglect in the future
• Disproportionate impact on children of inappropriate
questioning
• Legal requirements for particularity and the
disproportionate impact on children in the development
of their narrative language ability
• Tension between fundamental principle of the child’s
right to be heard in decisions affecting their well being
and the nature of the adversarial system
• See CHCPRT014
Issues related to the • Attachment and separation
placement of children (and • Sensitive responses to introducing and managing
young people) in out of home children and young people in out of home care
care include: • The importance of maximising safe family
involvement/contact during placement
• The importance of a professional partnership between
protective and direct care workers, and clear
placement/protective planning
• Ongoing assessment of risk whilst in placement
• The importance of pre crisis planning for young people
in out of home care
• Ensuring a focus on all life dimensions whilst in
placement not solely protection (LAC)
• Restoration/reunification planning for the child/young
person’s return home
• See CHCPRT009
Issues requiring mandatory • Abuse and neglect
notification may include: • Notifiable diseases
• Risk of self-harm
• See CHCPRT001, CHCPRT004

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Key agencies may include: • Child protection authorities
• Police
• Women’s and children’s services
• Community and government health services providing a
range of services
• Housing agencies
• Education authorities
• Mental health services
• Drug and alcohol services
• Early childhood and/or youth services
• See CHCPRT011
Key legal bodies may • Crown solicitors office
include: • Public Prosecutions office
• Family Court
• Federal Magistrates Court
• State Magistrates and District Courts
• Youth Justice Services
• Children’s Courts
• Criminal Courts
• See CHCPRT014
Key principles of child • Defined by each State and Territory within the provision
protection work: of the relevant Child Protection Legislation
• See CHCPRT004
Legal, political and social • Legislation including mandatory reporting and reciprocal
framework includes: reporting
• Government strategic plans
• The current political environment within the jurisdiction
and any recent developments including reviews
• Significant incidents that influence policies and
procedures
• Practice principles
• Standards of care
• Quality systems (e.g. licensing)
• Resourcing the industry (funding programs,
information/communication networks

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 • Child protection orders (overview)
• The impact of relationships and integration
• Developing and implementing child safe, child friendly
resources, environment and work tools
• See CHCPRT004, CHCPRT014
Needs of young person for • Financial
re-integration may include: • Accommodation
• Employment
• Education
• Health
• Transport
• Counselling
• See CHCPRT018
Objectives and outcomes for • Personal development
preparing for re-integration • Life skills
may include: • Independence
• Social integration
• Family integration
• Education
• Employment
• Accommodation
• See CHCPRT018
Options when considering • What is possible for the young person to directly
health and well-being of influence
client may include: • What it may be possible to achieve if the young person
engages with other people
• Factors which may be outside the direct control of the
young person but may impinge on their choices
• See CHCPRT002
Organisation and • Interagency codes of practice
interagency frameworks may • Interagency protocols and guidelines
include: • Memoranda of understandings
• Documented expectations and agreements
• Organisation policies and procedures
• See CHCPRT011, CHCPRT006

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Particular health and well • Alcohol and other drugs use/misuse
being issues may include but • Mental health concerns – particularly depression and
are not limited to: suicide and self-harm
• Behaviour as a secondary consequence of health and
well being issues (e.g. paranoia, tactile delusions,
auditory hallucinations, erratic responses)
• Violence and aggression
• Anti social behaviour
• Risk taking
• Emotional ill health
• See CHCPRT002
Policies and procedures may • Any policies and procedures that have affect upon the
include: work undertaken
• Confidentiality
• Collecting, recording and storing information
• Access and equity policy
• Security and risk assessment
• See CHCPRT004
Practical arrangements may • Coordinating resources for investigation
include: • Coordinating transport and accommodation for the child
and protective care givers for the investigations and
assessment process
• Developing and coordinating a safety plan
• Coordinating arrangements for the placement or
potential placement of a child in alternative care
• Practical arrangements may be informed by the
principles of the Interagency framework, guidelines,
policies and procedures of the organisation
• See CHCORT011
Preparation activities for re- • Periodical release
integration may include: • Supervised community visitation
• Family visitation
• Engagement activities in education and employment
• See CHCPRT018
Provide child/young person • Court orders

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with community supervision • A range of legislation including social justice, equity and
will be carried out within access, workplace health and safety and security
requirements established by: • Organisation policy and procedures
• Relevant program standards
• International conventions relating to the rights of children
and young persons
• See CHCPRT007
Provision of primary care will • State and commonwealth legislation
be undertaken within • Organisation processes, procedures and standards
requirements established by: • Organisation codes of conduct and ethical position
• International conventions on the rights of children and
young people
• See CHCPRT007
Range of intervention options • Criminal investigation processes – reports, arrest, bail
may include: conditions
• Court orders related to domestic and family violence
• Options and orders specified under the relevant child
protection legislation in States/Territories
• Family Court interventions under the Family Law act
• See CHCPRT014
Referrals/community • Social/welfare worker
services and support will • Health/medical
include: • Drug and alcohol services
• Intervention and behaviour management programs
• Counsellors
• Religious/spiritual adviser
• Program coordinator
• Case manager and case management team
• Aboriginal, Torres Strait Islander liaison
• Specialist cultural liaison and support
• Welfare organisations
• Legal advice
• Education/training/skills development
• Recreation/sporting groups
• See CHCPRT018

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Relevant agency information • History of contact with the child and their family
may include: • Criminal records/history
• Previous notifications
• Restraining orders, e.g. family or domestic violence
• Child school records
• Medical records
• Past, current and pending court proceedings e.g. Family
Court involvement
• Services previously involved with the family
• Information held by each agency relevant to the needs
of the child and their family
• See CHCPRT011
Risks and benefits may • Limits of the criminal justice system
include: o standard of proof
o capacity of the child to give evidence
o public interest and the wishes of the child and
their families
o limits of bail conditions to protect children
• Likely assessment of outcomes
• Risk of harm to the children – how can the safety and
well being of the child be secured most effectively
• See CHCPRT004
Support agencies and • Child protections agencies
referral process may include: • Witness protection and support services
• Victim support services
• Bail conditions to protect children
• Role of the independent child lawyer in the family law
system
• Restraint and apprehend violence orders
• Criminal injuries compensation
• See CHCPRT014
Supporting the rights, • Child or young person is supported and encouraged to
interests and needs of exercise their rights where appropriate
children, young people and • Legal responsibilities and duty of care are complied with
families includes: • Seeking additional assistance

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 • Providing a child friendly environment where children
and young people are welcomed, valued and respected
• See CHCPRT004
The challenges of child • Engaging and working in partnerships with families
protection work include: where a range of complicating risk factors exists
• Working in partnership with other professionals
• Using a strengths-based approach
• Using authority wisely
• Confidentiality
• Attitudes and values
• Organisation values
• Working with cultural diversity
• See CHCPRT004, CHCPRT010
The contexts for the • On the selection and implementation of an intervention
provision of primary care either on a voluntary or involuntary basis
include: • A voluntary seeking of support outside of statutory
mandates
• A preventative pro-active activity
• Government, non-government and community based
range of services
• See CHCPRT009

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Education Support

Some of the terms explained below may appear in other qualifications. However, the
following table provides an explanation in the contexts of education support.

Knowledge evidence Meaning in the context of the training package

terminology

Accurate mathematics • Vocabulary – mathematics context versus real world

terminology and concepts contexts
may include: • Symbols
• Displays (graphs, tables etc)
• Units of measurement
• Mathematics specific conventions
• See CHCEDS019
Active listening involves: • Checking understanding through restating using own
words, summarising or asking questions
• Demonstrating interest in the topic using body language
(e.g. make eye contact, lean forward, nod)
• Focusing attention on the speaker
• Ignoring distractions
• Listening with the senses
• Responding to questions
• Suspending own opinions and emotions
• Taking a position close to the speaker
• See CHCEDS005
Activities to support • Demonstration/modelling: discuss with the student the
understanding and numeracy purpose of the learning experience
development in students may • Allowing students to work it out, giving time, questioning,
include: motivating, listening purposefully
• Guided practice: work together with the student on the
learning activity
• Independent practice: allow the student to complete the
learning activity on his/her own
• Discuss the activity with the student by using open
questions that encourage the student to reflect on their
learning, understanding, problem solving

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 • See CHCEDS006, CHCEDS019
Additional needs may be due • Cultural background
to: • Education background
• Family issues
• Giftedness
• Intellectual disabilities
• Language impairment
• Learning difficulties
• Non–English speaking background
• Medical conditions
• Physical difficulties
• Psychiatric disorders
• Psycho-emotional disorders
• Sensory disabilities
• Socio-cultural disadvantage
• See CHCEDS018, CHCEDS021, CHCEDS022
Applications of mathematics • Using mathematics in real life contexts:
knowledge and skills for • Operations and calculations
numeracy may include: • Measurement of area, volume, length etc
• Reading and interpreting data displays
• Catering
• Ordering
• Reading maps, driving, navigating
• Timetables and timelines
• Planning use of spaces
• Explore situations with money
• Working mathematically to solve problems
• See CHCEDS006, CHCEDS019
Assess and equity includes: • A non-discriminatory approach to all students, their
families and friends, the general public and co-workers
• A student oriented culture
• Ensuring the work undertaken caters for differences
including: cultural, physical, religious, economic, social,
developmental, behavioural, emotional and intellectual
• See CHCEDS001, CHCEDS007, CHCEDS018

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Barriers to learning may • Cultural barriers
include: • Communication methods
• Physical, social, emotional, intellectual disability
• Socioeconomic barriers
• Language barriers
• Literacy and numeracy skills
• Self-esteem
• Self confidence
• Family circumstances
• Health and safety
• Self efficacy
• Attendance
• See CHCEDS016, CHCEDS022, CHCEDS025
Classroom behaviour • Body language
management practices may • Cue with parallel acknowledgement
include: • Descriptive encouraging
• Establish expectations
• Give instructions
• Provide choice
• See CHCEDS032
Classroom strategies may • Peer tutoring
include: • Multi-level teaching
• Cross-curricular teaching
• ‘Buddy’ support systems
• Small group instruction
• Individualised instruction
• Intensive instruction
• Demonstration
• Vertical grouping
• Peer modelling
• Individual/group assessment
• See CHCEDS021, CHCEDS022, CHCEDS027
Communication strategies • Adapting vocabulary to the needs of the student
may include: • Addressing cultural issues related to the student
• Choosing a location suitable for communicating

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 • Listening with purpose
• Making eye contact
• Paraphrasing
• Pictures to assist with understanding
• Proximity to student
• Questioning
• Reflecting back
• Repetition
• Suitable tone of voice for the interaction
• Use of clear directions and instructions
• Using body language to reinforce verbal
communications
• Using humour to engage a student in conversation
• Using more than one language
• Working at student’s level
• See CHCEDS007, CHCEDS009, CHCEDS014,
CHCEDS021, CHCEDS026
Community protocols for • Discussing content of intended resources with one or
working with Aboriginal and several:
or Torres Strait Islander o elders
communities may include: o community council members
o custodians
o language committee members
o clan leaders
• Obtaining permission to develop language resources
• Discussing language ownership issues
• See CHCEDS090, CHCEDS010, CHCEDS024,
CHCEDS029
Community resources and • Elders
personnel in relation to • Traditions
Aboriginal and or Torres • Oral histories
Strait Islander communities • Artefacts
may refer to any of the • Music and dance
following: • Paintings and artwork
• Land and ‘Country’

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 • Places
• Structures
• Persons
• See CHCEDS009, CHCEDS010, CHCEDS024,
CHCEDS029
Contingencies in relation to • Technology failure such as computer ,internet access
e- learning may include: and software malfunctions
• Inadequate e-learning course content or instruction
• Difficulty of e-learning course content
• Insufficient dedicated time available
• Problems with site timetabling
• Differing hardware / software profiles than
recommended standards
• Insufficient dedicated time available
• Vocational priorities take precedence
• Equipment malfunction
• Materials delayed
• Accidents or emergencies
• See CHCEDS013, CHCEDS030
Cultural diversity refers to: • The range of knowledge, skills and experience brought
to a situation by all members of the group
• The range of perspectives, responses and ideas
possible within a diverse group
• See CHCEDS009, CHCEDS010, CHCEDS014,
CHCEDS016, CHCEDS024, CHCEDS026,
CHCEDS029
Cultural identity refers to • Place
relationships with: • People
• Environment/land
• Belief systems
• History
• Tradition
• Society
• See CHCEDS009, CHCEDS010, CHCEDS014,
CHCEDS016, CHCEDS024, CHCEDS026,

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 CHCEDS029
Cultural issues may include: • Relationships with people
• Relationships with natural environment and the land
• Religious beliefs and practices
• Links to the immediate environment of the school
• Social responsibilities and rights
• Emotional and psychological well being
• Social participation and development
• Development of skills and abilities
• Development of personal and cultural identity
• Safety
• Troubles and issues expresses by the student such as
unmet needs, worries, family problems, practical
difficulties and social issues
• Intercultural/intergenerational conflicts
• See CHCEDS009, CHCEDS010, CHCEDS014,
CHCEDS016, CHCEDS024, CHCEDS026,
CHCEDS029
Curriculum requirements for • Culture
Aboriginal and/or Torres • Language maintenance
Strait Islander languages and • Language revitalisation
culture refers to: • See CHCEDS009, CHCEDS010, CHCEDS024,
CHCEDS029
Delivery requirements may • Selection of an appropriate learning environment
include: • Individual or group activities
• On or off site delivery
• Use of a range of environments
• Development and use of resources
• Time
• Use of specific instructional strategies and techniques
determined in consultation with the teacher
• Addressing particular needs of individual students
• Expected learning outcomes determined in consultation
with the teacher
• Contingency planning with teacher

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 • Range of facilitation techniques
• Practical and/or theoretical instruction as confirmed with
teachers
• Demonstration
• Practice opportunities
• WHS considerations
• See CHCEDS001, CHCEDS026
Delivery strategies may • Brainstorming activities
include: • Classroom teaching
• Coaching
• Culturally appropriate learning
• Demonstration/modelling
• E learning
• Enabling and supporting effective student participation
• Enquiry models
• External studies
• Flexible learning
• Formal and informal learning
• Guided facilitation
• Individual and group work
• Initiating and facilitating discussion
• Instruction
• Local contextualisation
• Meaningful learning
• Mentoring
• Mixed strategies as appropriate to student needs
• Play based learning
• Practice
• Presentation
• Project work
• Self directed learning
• Strategies devised with the teachers to improve a
student’s access to learning
• Supported learning
• Third party delivery

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 • Tutoring
• Use of appropriate resources
• See CHCEDS010, CHCEDS014, CHCEDS025,
CHCEDS026
Disabilities may include: • Physical
• Intellectual
• Psychiatric
• Sensory
• Neurological, and
• Learning disabilities, as well as
• Physical disfigurement, and
• The presence in the body of disease-causing organisms.
• See CHCEDS016, CHCEDS018, CHCEDS025
Diversity may include but is • Age
not limited to: • Cultural background
• Disability
• Educational level
• Ethnicity
• Expertise
• Family responsibilities
• Family structure
• Gender
• Language
• Learning styles
• Life experiences
• Marital status
• Religious belief
• Socioeconomic background
• Thinking styles
• Working styles
• Sexual orientation
• Political orientation
• Physical capacity
• See CHCEDS001
Effective communication • Conflict management

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skills may include: • Critical listening and questioning
• Culturally appropriate language
• Discussions (individual or group)
• Paraphrasing
• Presentations
• Providing constructive and supportive feedback
• Use of languages other than English if required
• Use of translators
• Verbal/non-verbal
• Written (e.g. electronic, letters, memos)
• See CHCEDS007, CHCEDS009, CHCEDS010,
CHCEDS021
Effects of disability on • Absence from school related to the disability
student learning may include: • Dependence on specific learning style may become
more pronounced
• Fatigue associated with the disability may impact on
learning
• Gaps in experiences brought about by the disability
• Progression through stages may be slower
• Student may experience a lowered ceiling to the
complexity of concepts learned
• Student may experience reduced learning without
access to special equipment or methods
• Student may have impaired capacity for sensory intake
and perception
• Student may take longer to learn
• Students may experience plateaux in learning
• See CHCEDS016, CHCEDS018, CHCEDS025
Effects on student • Abilities in communication, social understanding and
development and learning flexibility of thought and behaviour will vary from student
for students with Autism to student. The level of difficulty experienced in each
Spectrum Disorder(ASD) area will be specific to each individual; however the
include: pattern of problems is the feature common to persons
diagnosed with ASD
• Students diagnosed with ASD will experience difficulties

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 in at least one of the following areas:
o Communication:
▪ students with ASD may have difficulty
interpreting the messages of others and in
framing and conveying messages for
themselves
o Receptive language skills
o Expressive language skills
o Social competence:
▪ social interactions of all students with ASD
are disordered to some degree
▪ students may be motivated to interact socially
but lack many of the skills to do so
▪ one student with ASD may seem largely
disinterested and unresponsive to others, but
another may have more subtle social
competence
o Behaviours that interfere with learning:
▪ difficulties adjusting to change
▪ aggression/disruption
▪ stress responses
▪ self-stimulatory behaviours/repetitive actions
▪ inconsistencies in behaviour (home
behaviours differ from school behaviour)
o Sensory information processing: difficulty
registering, modulating and integrating
information received through one or more of the
senses
o Other considerations:
▪ motor skills
▪ cognition/learning characteristics
▪ self care skills
▪ personal independence
▪ leisure/recreation
▪ assessment and reporting
• see CHCEDS031

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E-learning activities may be • Discussions/debates
synchronous (in real time) or • Questions, problems, brainstorming
asynchronous (not in real • Games/quizzes
time) and may include: • E-based research activities
• Case studies
• Role plays/simulations/scenarios
• Practical activities
• Using the internet to find information sites
• Using materials on CD-ROMS
• Downloading resources including materials/ notes/
guides from dedicated learning program/course specific
web site
• Learning objects (i.e. learning federation, etc.)
• See CHCEDS013, CHCEDS030
E-learning management • E-learning platforms that use either proprietary or open-
system may include: source coding
• See CHCEDS013, CHCEDS030
E-learning refers to: • A wide range of approaches involving learning with
technology, including, for example:
o web-based teaching materials
o multimedia
o discussion boards
o collaborative software
o email
o blogs
o wikis
o computer aided assessment
o simulations
o games
o learning management software
It generally involves a combination of different methods
being used
• An e-learning environment may include the following
characteristics:
o is independent of a set or scheduled time period

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 o is independent of a fixed or specific venue or
place
o is connected through information communication
technology
o the internet provides the operating learning
environment
o learners can determine how, when, and where
they learn
• see CHCEDS013, CHCEDS030
Problem-solving can be • Modelling problem-solving strategies aloud (talking the
encouraged by: talk)
• Accepting and valuing students’ attempts to solve
problems
• Encouraging self-help
• Using open ended questioning
• Referring to similar problems and how they were solved
• Encouraging risk-taking
• Allowing sufficient thinking time (wait time)
• Not interrupting the child’s reading
• Offering support which provides least support first, and
moving to most support only if required
• See CHCEDS005, CHCEDS020
Critical reflection on own • Questioning:
writing may be encouraged o Does it say what you want it to say?
by: o Is the message clearly articulated?
o Is it easy to read?
o Is the format inviting?
o Is there any unnecessary material?
o Is all the necessary information presented?
o Is there an effective conclusion?
• Asking students to read their writing aloud
• Reading parts of the writing aloud to the student to help
identify problems
• Suggesting comparison against exemplar texts
• See CHCEDS005, CHCEDS020

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Support for students whose • Learning to say the student’s name correctly
first language is not English • Demonstrating respect for the student’s cultural and
may include: religious beliefs
• Greeting the student in their own language
• Structuring supportive socialisation activities
• Anticipating language needs and allowing adequate time
to avoid frustration and aggression
• Building the student’s self-esteem and confidence by
providing positive responses and encouraging risk-
taking in their language development
• Controlling the input of new information to avoid
overwhelming the student
• Providing opportunities for students to hear and practice
the same language in different ways
• Extending rapport-building strategies to develop trust
prior to learning
• See CHCEDS009, CHCEDS010, CHCEDS014
Forms and documents may • Accident and incident reports
include: • Attendance rolls
• Contact registers including telephone calls
• Letters templates
• Meeting registers, records and minutes
• Organisation polices and procures
• Promotional materials, e.g. school brochures, newsletter
• Purchase orders and invoices
• Standard forms
• Time sheets, rosters
• See CHCEDS001, CHCEDS008
Identify and research • Naming of languages and cultures
language and culture • Mapping of languages and cultures
includes: • Collection and/or creation of resources relating to local
languages and culture
• List of local contacts, custodians and speakers
• Negotiation with local custodians
• Description and summary of local language and culture

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 • See CHCEDS009, CHCEDS024
Impediments to active • Blind spots
supervision may include: • Size of the area to be supervised
• Number of students to be supervised
• Accidents and incidents
• Access and exit points
• See CHCEDS023
Implications of Autism • A need for additional human resources
Spectrum Disorder on • Formulation of rules for acceptable class behaviour that
effective teaching and takes into consideration the difficulties of students with
learning practices may ASD
include: • Required input from specialists and key stakeholders
• Team approach to programming specific needs
• Use of instructional design and resources
• See CHCEDS031
Inappropriate behaviour may • Behaviour that endangers the health or well being of
include: others
• Behaviour that interferes with learning that the student
could reasonably be expected to control
• Behaviour that places self or others at risk
• See CHCEDS001, CHCEDS032
Influence social interactions • Actively supporting the student to participate as a
between students with ASD member of his/her class group
and staff and other students • Developing a positive relationship with the student
refers to: • Developing good communication with students to
negotiate, clarify and problem-solve
• Encouraging students to do as much as much as
possible for themselves
• Helping students to have input to the style of support
provided
• Minimising unnecessary withdrawal or isolation of the
student
• Modelling appreciation of valued qualities displayed by
students with ASD
• See CHCEDS031

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Information of the • Accounting records, e.g. receipts, petty cash payments,
organisation may include: invoices
• Assessment and referral records
• Examples of student work e.g folio/scrapbook/printed
material from computers
• Forms
• Minutes of meetings
• Records of interview
• Sign on/sign off sheets
• Stock records
• Students records, e.g statistics, student details, reports,
etc.
• See CHCEDS001, CHCEDS008
Interpersonal skills include: • Establishing trust
• Demonstrating sensitivity to diversity
• Modelling learning behaviours
• Showing students and other staff respect
• Interpreting accurately non-verbal messages
• Using appropriate and inclusive language and concepts
• Establishing a supportive environment
• Active listening
• Encouraging the expression of diverse views and
opinions
• Building and maintaining rapport with students
• See CHCEDS007
Learning difficulties and • Barriers that limit some students access to, participation
learning disabilities refer to: in and outcomes from the curriculum
▪ Learning difficulties:
o short-term or persistent problems in one of more
of the areas of literacy, numeracy and learning
how to learn
▪ Learning disabilities:
o learning difficulties with a neurological basis of
persistent, long-term problems and high support
needs in one of more of the areas of literacy,

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 numeracy and learning how to learn
o idiosyncratic learning styles that are determined
by the nature of a specific disorder that inhibits
learning
• see CHCEDS016, CHCEDS018, CHCEDS025,
CHCEDS031
Learning difficulties • Ability to concentrate and retain information be affected
associated with attention by difficulties in:
deficit disorder (ADD) and o attending to detail
attention deficit and o sustaining attention
hyperactivity disorder o organising tasks
(ADHD) may include: o memory retention
• Behaviours that interfere with learning:
o amount and level of talking
o impulsive responses
o need for planned ‘motor breaks’
• see CHCEDS016, CHCEDS018, CHCEDS025,
CHCEDS031
Learning difficulties • Visual closure
associated with conditions • Visual-spatial relationships
affecting processing visual • Form discrimination
information may include: • Visual discrimination
• Visual memory
• Visual integration
• Visual pursuit and tracking
• See CHCEDS016, CHCEDS018, CHCEDS025,
CHCEDS031
Learning difficulties • Written language difficulties:
associated with literacy may o expression
include: o organisation
o coherency
o mechanics
• Reading difficulties:
o semantic and syntactic cues
o grapho-phonic cue

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 o studying
• Speaking and listening:
o understanding social contexts
• see CHCEDS005, CHCEDS020
Legislation and guidelines • Affirmative action
will be specific to the • Education and/or training legislation
particular education • Codes of ethics/conduct
environment and may relate • Child protection legislation
to but are not limited to: • Student protection/safety policies
• Employment law
• Legislated standards
• Information and records management standards
• Organisations enabling legislation and regulations
• Security, storage, handling and classification of
documents
• Financial management and accountability
• Anti-corruption legislation
• Anti-discrimination
o Anti-discrimination
o Professional standards
o Employee relations
o Duty of care
o WHS
o Criminal, contract and administrative laws
• See CHCEDS001, CHCEDS004, CHCEDS008
Maintain the integrity of • Choosing an appropriate place to converse
individual rights, self- • Ensuring students are provided with choices
determination and personal • Listening to students’ points of view
dignity may involve: • Respecting students’ rights to make choices
• Suspending emotions and prejudices
• Using a non-threatening tone of voice
• See CHCEDS001, CHCEDS032
Monitor student progress • Gathering data as required by teacher/supervisor
may include: • Recording student achievements
• Recording problems that may develop during an activity

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 • Reporting back to supervisor/teacher
• See CHCEDS005, CHCEDS006, CHCEDS014,
CHCEDS015, CHCEDS016, CHCEDS017,
CHCEDS018, CHCEDS019, CHCEDS020,
CHCEDS022, CHCEDS024, CHCEDS025,
CHCEDS026
Oral communication may • Answering enquiries from students and colleagues
include: • Answering telephone calls – e.g. listening skills, showing
empathy, dealing with irate or distressed callers
• Informal discussions
• Instructing
• Liaising with fellow workers, students and external
clients
• Mentoring
• Requests to and from colleagues/students/ community
members
• Translating
• Use of negotiating skills
• See CHCEDS007, CHCEDS008, CHCEDS010
Plan writing tasks may • Deciding on the purpose
include: • Determining the audience
• Deciding what the message is
• Researching specific information and/or references
• Structuring the writing to best convey the message to
the audience
• Drafting and editing
• See CHCEDS020
Protocols for the e-learning • Boundaries of communication/standards of behaviour
interaction and environment while on-line
may include: • Guidelines for trainer/facilitator and e-learner
interactions, such as:
o standard of service levels
o email guidelines, times for sending, expected
response times, types of questions that are
individual or group directed

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 o email access and lists
o discussion board guidelines
• Arrangements for technical support
• Learning activity and assessment requirements and
processes
• Security systems
• Expectations/requirements of students, for example:
o participation in learning events and activities
o time requirements for submitting work
o group work arrangements
o ability to work online and offline as required
• see CHCEDS013, CHCEDS030
Purpose and scope include: • The reason why the research is required (e.g. to inform
a lesson, provide information for an assignment, etc)
• The boundaries within which the information
requirements are set (e.g. timeframe, local, state-wide,
national, international)
• See CHCEDS015
Resources may include: • Access to an e learning management system
• Access to the internet
• Adapted learning materials
• Charts
• Charts and posters
• Computers
• Concrete learning materials
• Concrete materials
• Consumables
• Diaries
• Digital materials
• Displays
• Email access
• Equipment
• Games
• Handouts
• Labels

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 • Log books
• Mailing materials
• Multi media
• Passwords and logins
• Pictures
• Posters
• Reference materials
• Research materials
• Software
• Specific environment
• Specific equipment
• Specific readings
• Technology
• Texts
• Workbooks
• See CHCEDS013, CHCEDS030
Review of e learning may • Feedback from learners, supervisors, e-learning
include: designers, program owners, etc.
• Identification of issues in managing/monitoring students
involved in e-learning
• Identification of issues in e-learning management
system operation
• Effectiveness of the e-learning protocols, their
application and proposed changes
• Effectiveness of the technology being used
• See CHCEDS030, CHCEDS013
Safety and legal • Staff ratios
requirements may include: • Behavioural or medical problems
• Duty of care responsibilities
• ‘Sunsafe’ policy
• High risk activities
• Weather
• Location of activity
• See CHCEDS023
Scaffold learning involves • Relating new knowledge to student’s current knowledge

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providing temporary support • Breaking new information into smaller chunks
to students to enable their • Approaching new information in a familiar way or by
progress toward independent referring to known information
thinking and learning. It may • Encouraging students to concentrate on new information
include through the use of concrete or real life materials
• Providing achievable challenges with opportunities for
thinking and reasoning mathematically
• Encouraging students to communicate their
mathematical thinking both orally and written
• Recognising and encouraging attempts to use new
information
• Encouraging repeated use of information to achieve
automaticity in mental computation
• See CHCEDS006, CHCEDS019
Spelling skills may be • Visual awareness:
enhanced through the o recognising the shapes and patterns of letters
development of: and words
• Morphemic awareness:
o recognising patterns of meaning within and
between words
• Graphophonic awareness:
o recognition of relationships between shapes
(letters or groups of letters) and sounds
• Etymological awareness:
o recognition of the historical origins of words and
their meaning
• see CHCEDS005, CHCEDS020
Strategies for assisting • Discussion
students to monitor and • Hypotheticals
review their own behaviour • Questioning
may include: • Reflection
• Role play
• See CHCEDS032
Strategies for supporting • Orientation to the text
students in the interpretation • Asking for students’ opinions about parts of the text

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of texts may include: • Asking students to compare the text to other texts
• Asking students to compare the text to their own
experiences
• Encouraging students to analyse and/or criticise the text
• Encouraging students’ consideration of the genre of the
text
• Encouraging students’ consideration of the effectiveness
of the text’s messages
• Engaging in discussion that summarises or encourages
comment about information in the text
• Utilising Rosenblatt’s Five Response Types to
encourage deeper understanding of the text’s meaning
• See CHCEDS005, CHCEDS020
Strategies to develop • Hands on activities
students’ confidence and • Activities for real life purposes
positive attitude to use their • Using technologies
mathematical knowledge and • Active engagement in learning
skills (for numeracy) may • Creative problem solving activities
include: • Investigations and open ended questions
• Opportunities to pose and solve questions
• See CHCEDS006, CHCEDS019
Strategies to develop • Helping students to have a go at unknown words
students’ skills in the use of • Modelling (by an adult) of spelling strategies
written language may • Scribing for beginning writers
include: • Using temporary spelling as a tool for early writing
• Written conversations
• String sentences
• Transformations for supported writing
• Using a digital camera to support writing
• See CHCEDS005, CHCEDS020
Support students to extend • Discussion of alternative sources of information
their research skills may • Assisting students to evaluate their own efforts
include: • Offering alternative viewpoints
• Introducing new technologies
• Valuing students’ efforts through specific positive

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 comments
• Assisting students to evaluate information
• See CHCEDS014
Support the teaching • Contributing observations and data to assist the teacher
strategies includes: monitor progress and planning
• Ensuring the desired learning outcomes and planned
means to achieve them are clearly understood
• Following the teacher’s example – using a similar
vocabulary, tone of voice, positioning , wait-time,
questioning techniques, and directions
• Liaising with other education support workers to share
experiences and create a network of team support
• Seeking clarification when purpose of activities is
unclear
• Understanding the principles of practice being used by
the teacher
• See CHCEDS002, CHCEDS003
Technical infrastructure may • Technology to be used in delivery
include: • Type of online learning management platform, e.g.
Blackboard, Moodle
• Time required for setting up and testing
equipment/technology
• Setting up a specific dedicated web site for the e-
learning course/program
• Liaison with information technology (IT) personnel/
specialists
• See CHCEDS013, CHCEDS027, CHCEDS030
Technical support needs and • Access to a range of business equipment
mechanisms may include: • Asked questions (FAQS) service
• Meeting accessibility issues, e.g. Internet accessibility
standard
• W guidelines – ergonomic information re use of
computers and other equipment
• Problem solving tools
• Specialist advice regarding adjustments for students

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 with a disability
• Support IT literacy
• Support to help learners become self-directed e-learners
• Technical support from education organisation / system
• Technical support from IT specialists
• See CHCEDS030
Type and form of language • Posters
resource may include: • Cards
• Audio tapes
• Books
• Visual media forms
• See CHCEDS028
Verbal and non-verbal • Short positive clear instructions
techniques may include: • Consistent use of instructions
• Firm, calm tone of voice
• Cueing with parallel acknowledgement
• Encouraging through body language
• Descriptive encouraging
• Selective attending
• Defusing
• Eye contact\positioning of self and student
• Facial expressions
• Gestures
• See CHCEDS032

Maintaining up-to-date sector knowledge

Government agencies, peak bodies, professional associations and advocacy organisations

are key sources of information in relation to knowledge requirements in the training package.
Listed below are some organisations and websites, which may provide additional information
and resources related to some knowledge areas for community services. This is not a
complete list but rather a starting point for trainers and students. Please advise CS&HISC if
you have any recommendations for adding to this list.

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Please note: These links were accurate at time of publication but RTOs will need to keep
abreast of changes, organisations and resources relevant to their learners, employers and
jurisdictions. It is also important to note that the organisations below may not be relevant to
every RTO, organisation, workforce or jurisdiction and RTOs will need to determine the
appropriateness and relevance for their particular needs.

Community services

Australian Council of Social Services

The Australian Council of Social Service is the peak body of the community services and
welfare sector and the national voice for the needs of people affected by poverty and
inequality. Their vision is for a fair, inclusive and sustainable Australia where all individuals
and communities can participate in and benefit from social and economic life.

www.acoss.org.au/

Aged Care

Aged and Community Services Australia

Aged and Community Services Australia (ACSA) is a national peak body representing not-
for-profit and faith-based providers of residential and community care, and housing and
support for people with a disability and their carers. Their website contains information,
resources and training resources: - 'In Their Homes'. It also provides links to other
publications and resources.

https://www.acsa.asn.au/

Leading Aged Services Australia

Leading Age Services Australia (LASA), the voice of aged care, is the peak body for service
providers of retirement living, home care, and residential aged care. LASA represents
providers across the entire spectrum of the age services industry regardless of their
ownership status (private sector or not-for-profit). Their website contains links to a number of
publications, reports and other information useful to both students and trainers.

www.lasa.asn.au/

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National Aged Care Alliance

A representative body of peak national organisations in aged care, including consumer

groups, providers, unions and health professionals, working together to determine a more
positive future for aged care in Australia. Their website contains links to a number of
publications, reports and other information useful to both students and trainers.

www.naca.asn.au

Carers Australia

Carers Australia is the national peak body representing Australia’s carers, advocating on
behalf of Australia’s carers to influence policies and services at a national level. Carers
provide unpaid care and support to family members and friends who have a disability,
mental illness, chronic condition, terminal illness, an alcohol or other drug issue or who are
frail and aged. Their website lists resources, including publications, research and
submissions.

www.carersaustralia.com.au/home

Aged Care Online

An online directory of residential aged care, home & community care and associated
services across Australia. It has an extensive list of useful links to organisations and
government departments with an interest in different aspects of aged care.

www.agedcareonline.com.au/understanding-aged-care/useful-links

Palliative Care Australia

This is the peak national body for palliative care. Its website contains information about
palliative care which would contribute to useful learning resources for students.

palliativecare.org.au/

Alzheimer’s Australia

Alzheimer’s Australia fights for the needs of people living with all types of dementia, and for
their families and carers, as well as providing support services, education and information.
Their website provides resources and publications, including some specific guides for those
working in aged care environments.

fightdementia.org.au

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My aged care

The My Aged Care website has been established by the Australian Government to help
older people navigate the aged care system. My Aged Care is part of the Australian
Government’s changes to the aged care system which have been designed to give people
more choice, more control and easier access to a full range of aged care services.

www.myagedcare.gov.au/

Alcohol and other drugs

The Australian Drug Information Network (ADIN)

The Australian Drug Information Network (ADIN) provides a central point of access to quality
Internet-based alcohol and other drug information provided by prominent organisations in
Australia and internationally. ADIN is funded by the Australian Government Department of
Health and Ageing as part of the National Drug Strategy and managed by the Australian
Drug Foundation.

www.adin.com.au/

Australian Institute of Health and Welfare (AIHW): Alcohol and Other Drugs

The AIHW is one of Australia's premier sources of statistics and related information on drug
and alcohol use, and on alcohol and drug treatment services

www.aihw.gov.au/alcohol-and-other-drugs/

Australian Drug foundation – clearing house

Alcohol and other drug information service providing evidence based information on drugs
and drug prevention, newsletters, fact sheets, pamphlets, research reports, books, videos,
manuals, posters and library facilities.

www.druginfo.adf.org.au/

Career Development

Career Industry Council of Australia (CICA)

CICA is the National Peak Body for the Career Industry in Australia. Its establishment in
2000 was a world first and it continues to be a leader in the field. It is a focal point for

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government and other stakeholders concerned for and interested in promoting quality career
development services in Australia.

cica.org.au

Case Management

Case Management Society of Australia and New Zealand

The CMSA was founded in 1996 by health service industry stakeholders and subsequently
evolved into the national peak body representative for individuals and agencies involved in
the specialist profession of case management as academics, consultants, educators,
executives, managers, program and policy planners, practitioners and researchers
throughout Australia.

www.cmsa.org.au/

Celebrancy

Coalition of Celebrant Associations (CoCA)

There are numerous professional celebrancy associations, many of whom belong to the
national association, CoCA.

The Coalition of Celebrant Associations is an “association of associations”. As such CoCA

does not have individual celebrants as members, rather associations are members. Then
member associations are represented by the delegates they nominate. However member
associations accept individual celebrants as members, and all CoCA Associations have and/
or accept members from all states and territories around Australia.

www.coalitionofcelebrantassociations.org.au

Australia Federation of Civil Celebrants (AFCC)

The AFCC is the largest national association of professional celebrants with National
Committee representatives for all States and Territories.

https://www.afcc.com.au/

Attorney-General’s Department

The Marriage Law and Celebrants Section within the Attorney-General's Department
provides information and advice to marrying couples, marriage celebrants and people
wishing to become a marriage celebrant.

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Our department administers the Australian Government Marriage Celebrants Programme,
which has more than 8000 registered celebrants. We are also responsible for the laws
setting out the requirements for getting married in Australia.

www.ag.gov.au/FamiliesAndMarriage/Marriage

Counselling

Psychotherapy and Counselling Federation of Australia (PACFA)

PACFA is a national peak body for professional associations within the Counselling and
Psychotherapy profession. PACFA provides a forum for professional associations to unite in
providing professional identity, research support and public accountability for the profession.

www.pacfa.org.au/

Australian Counselling Association (ACA)

ACA is Australia's largest single registration body for Counsellors and Psychotherapists.
ACA serves a crucial role in advocating and advancing the profession of counselling and
psychotherapy.

www.theaca.net.au/

Disability

National Disability Services

National Disability Services (NDS) is Australia's peak body for non-government disability
service organisations. Members range in size from small support groups to large multi-
service organisations. NDS's purpose is to promote quality service provision and life
opportunities for Australians with disability. This is achieved by influencing governments at
all levels and providing members with information and advice, networking opportunities and
business support. Their website contains links to a number of publications, reports and other
information useful to both students and trainers.

www.nds.org.au/

In Australia there are several national disability peak organisations that contribute to
government policies about disability issues affecting Australian families and communities, to
carry information between government and the community on social policy issues and to
represent constituent views.

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 • Australian Federation of Disability Organisations
• Blind Citizens Australia
• Brain Injury Australia
• Children with Disability Australia (CDA)
• Deaf Australia
• Deafness Forum of Australia
• Disability Advocacy Network Australia (DANA)
• First Peoples Disability Network (FPDN)
• National Council on Intellectual Disability
• National Ethnic Disability Alliance
• Physical Disability Australia
• Women With Disabilities Australia

National Disability Insurance Scheme

NDIS is the National Disability Insurance Scheme - providing community linking and
individualised support for people with permanent and significant disability, their families and
carers. The website contains information about the scheme and how the system works.

www.ndis.gov.au

Diversity and Human rights

Human Rights Commission (HRC)

The statutory obligations of the HRC include:

• education and public awareness

• discrimination and human rights complaints
• human rights compliance
• policy and legislative development.

They have many resources and tools around human rights and are currently developing
resources that will align with various units in the Community Services Training Package so it
is highly recommended that course developers keep up to date with such projects. They also
have useful information on diversity and specific population groups.

www.humanrights.gov.au

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Domestic and Family Violence

Australia’s National Research Organisation for Women’s Safety Limited (ANROWS)

ANROWS is an independent, not-for-profit company established as an initiative under

Australia’s National Plan to Reduce Violence against Women and their Children 2010-2022
(the National Plan). It is jointly funded by the Commonwealth and all state and territory
governments of Australia, who are the members of the company. Our mission is to deliver
relevant and translatable research evidence which drives policy and practice leading to a
reduction in the levels of violence against women and their children.

There are many other public and private organisations in Australia that contribute to work in
this area, including many organisations listed elsewhere in this document. Some of these
across states and territories include:

• Domestic Violence Crisis Service (DVCS) ACT dvcs.org.au/

• Department of Communities, Child Safety and Disability
www.communities.qld.gov.au
• Domestic Violence NSW www.dvnsw.org.au
• Department of the Attorney-General and Justice www.domesticviolence.nt.gov.au/
• Coalition of Domestic Violence Services www.dvsa.com.au
• Department of Health and Human Services
www.dhhs.tas.gov.au/service_information
• Domestic Violence Resource Centre Victoria www.dvrcv.org.au
• Women's Council for Domestic and Family Violence Services
www.womenscouncil.com.au/

Please note that the list above is by no means exhaustive.

Employment Services

National Employment Services Association (NESA)

NESA is Australia's peak employment services body leading critical discussions on the
purchasing and implementation of national employment programme reforms, and driving
excellence in employment and related services in Australia and internationally through
industry representation and advocacy, member support and development, and strong
partnerships.

www.nesa.com.au

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Family Dispute Resolution

Attorney-General’s Department

This department is responsible for accrediting FDR practitioners. An accredited FDR

practitioner meets specific standards contained in the Family Law (Family Dispute
Resolution Practitioners Regulations) 2008. There is a direct link between these
requirements and the Graduate Diploma of Family Dispute Resolution in the Training
Package.

The law requires separating families who have a dispute about children to make a genuine
effort to try to sort it out through family dispute resolution (FDR) before filing an application
for parenting orders in Court. Unless an exemption applies, parties seeking to have a
parenting matter determined by a family law court will need to file a certificate from an
accredited FDR practitioner.

www.ag.gov.au/FamiliesAndMarriage/Families/FamilyDisputeResolutionFinancial
Counselling

Family and Relationship Services

Family & Relationship Services Australia (FRSA)

FRSA is the national peak body for family and relationship services. Together with our
member organisations, we work to promote the wellbeing and families and individuals.

Our purpose is to provide national leadership and representation for services that work to
strengthen the wellbeing, safety and resilience of families, children and communities.

To achieve this, FRSA supports the community based services that work with families,
children and communities. FRSA also draws on the expertise of service providers to
understand the changing needs of families accessing services and to inform public policy.
FRSA works collaboratively with the Australian Government and its agencies, related service
networks, peak bodies and advocacy groups.

www.frsa.org.au

Relationships Australia

Relationships Australia is a leading provider of relationship support services for individuals,

families and communities. We aim to support all people in Australia to achieve positive and
respectful relationships.

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We are a community-based, not-for-profit Australian organisation with no religious
affiliations. Our services are for all members of the community, regardless of religious belief,
age, gender, sexual orientation, lifestyle choice, cultural background or economic
circumstances.

www.relationships.org.au/

Financial Counselling Australia (FCA)

FCA is the peak body for financial counsellors in Australia. FCA's role is to support the
financial counselling profession, providing a voice in national debates. We also advocate on
behalf of the clients of financial counsellors for a fairer marketplace that will prevent financial
problems in the first place. FCA is a federated body and its members are each State and
Territory financial counselling association in Australia.

www.financialcounsellingaustralia.org.au

Mediation

Mediator Standards Board

The MSB is responsible for the development of mediator standards and the implementation
of the National Mediator Accreditation System (NMAS).

The MSB is responsible for the development of mediator standards and the implementation
of the National Mediator Accreditation System (NMAS).

The NMAS is a voluntary industry system under which organisations qualify as Recognised
Mediator Accreditation Bodies (RMABs) that may accredit mediators.

The existence of a system for accrediting mediators helps to improve the quality of mediation
services within the community. Accredited mediators have met minimum standards of
training and assessment and are required to comply with the Approval and Practice
Standards which are part of the National Mediator Accreditation System (NMAS).

www.msb.org.au

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Mental Health

The Mental Health Council of Australia

The peak, national non-government organisation representing and promoting the interests of
the Australian mental health sector, committed to achieving better mental health for all
Australians.

mhaustralia.org/

Community Mental Health Australia

Community Mental Health Australia (CMHA) is a coalition of the eight state and territory
peak community mental health organisations, established to provide leadership and direction
promoting the benefits of community mental health and recovery services across Australia.

www.cmha.org.au/

Indigenous Psychological Services (IPS)

The only provider of psychology services for Indigenous people in Australia. IPS provides
clinical and assessment work in mental health for Indigenous clients and training for both
Indigenous and non-Indigenous people. IPS further supports these services with continuing
culturally appropriate and scientifically sound research into the particular needs of Aboriginal
people and the ongoing development of resources.

www.indigenouspsychservices.com.au/

SANE Australia

SANE works in partnership with consumer and carer groups, government departments and
agencies, professional groups, and national and international peak bodies. It also works with
philanthropic trusts, the corporate sector and universities, to support applied research and
the development of information resources to help people affected by mental illness.

www.sane.org

Social Housing

Community Housing Federation of Australia

The Community Housing Industry Association (CHIA) is the national peak body representing
all housing providers, big and small. https://www.communityhousing.com.au/

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Volunteering

Volunteering Australia

Volunteering Australia is part of a national network of volunteering centres. Each State/

Territory is represented by a peak body providing membership and services specific to your
location.

Any State/Territory specific queries and all training inquiries are to be directed towards
your State/Territory peak body.

For all nationally relevant inquiries, please contact Volunteering Australia.

www.volunteeringaustralia.org/

Work health and safety

Safe Work Australia

Safe Work Australia leads the development of national policy to improve work health and
safety (WHS) and workers’ compensation arrangements across Australia. They also provide
resources and links to other state and territory regulators where you can find more resources
relating to WHS topics and particular work places. Examples of some of these resources
include: https://www.safeworkaustralia.gov.au/system/files/documents/1702/health-fact-
sheet-2011-12.pdf

www.safeworkaustralia.gov.au/

Early Childhood Education and Care, including Out of School Hours Care

Dietary Guidelines for Children and Adolescents in Australia

The Dietary guidelines for children and adolescents comprises of a set of scientific
background papers for each guideline. The background papers provide the rationale for the
guidelines and discuss issues of relevance to infants, children and adolescents. It is an
invaluable reference for all those working in the area of child health.
www.nhmrc.gov.au/guidelines/publications/n1

Australian guide to healthy eating

The Australian Dietary Guidelines (the Guidelines) and the Australian Guide to Healthy
Eating provide up-to-date advice about the amounts and kinds of foods that we need to eat
for health and wellbeing. The recommendations are based on scientific evidence, developed

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after looking at good quality research.
www.eatforhealth.gov.au/sites/default/files/files/the_guidelines/n55a_australian_dietary_guid
elines_summary_book.pdf

Get Up & Grow: Healthy Eating and Physical Activity for Early Childhood resources

The Get Up & Grow: Healthy Eating and Physical Activity for Early Childhood (Get Up &
Grow) resources promote the key messages included in the healthy eating and physical
activity guidelines. The resources include a director/coordinator book, a staff and carer book,
a cooking for children book, a family book, six posters, fourteen brochures and four stickers.
The Get Up & Grow resources are available in English and nine non-English languages
(Traditional Chinese, Vietnamese, Filipino, Korean, Indonesian, Malaysian, Arabic, Turkish
and Spanish).

www.health.gov.au/internet/main/publishing.nsf/Content/phd-early-childhood-nutrition-
resources

Staying healthy: Preventing infectious diseases in early childhood education and

case services

www.nhmrc.gov.au/_files_nhmrc/publications/attachments/ch55_staying_healthy_childcare_
5th_edition.pdf

Polly and Me

Part of the on-going outreach and education program based around the award winning
documentary THE OASIS funded and managed by the Caledonia Foundation.

Following on from the release of THE OASIS in 2008, the directors Ian Darling and Sascha
Ettinger Epstein have written and directed two short fiction films, based on some of the
untold stories that came out of their three year documentary experience. POLLY AND ME
(Dir. Ian Darling) and WALL BOY (Dir. Sascha Ettinger Epstein) have been made as
companion pieces and deal with a wide range of social issues that have affected the lives of
many young homeless kids.

These short films should ideally be seen in conjunction with THE OASIS documentary in
order to provide a broader context for the two stories. The two fiction films deal collectively
with issues around addiction, physical and mental abuse and neglect.

www.pollyandme.com.au/

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SIDS and Kids Infant Safe Sleeping Child Care Kit for Education and Care Services

The new SIDS and Kids Infant Safe Sleeping Child Care Kit comprises of resources and
strategies to ensure educators are aware of best practice guidelines to promote safe sleep to
reduce the risk of Sudden Unexpected Death in Infancy (SUDI) including SIDS and fatal
sleeping accidents.

The kit includes self-assessment and reflective tools, training DVD and resources, guidance
on developing a safe sleeping policy, a sample policy and supporting checklist, information
and tools to be used during enrolment and orientation of families, information sheets, FAQs,
brochures and posters for display, information about emergency response protocols and
bereavement support. E-newsletters will also ensure ongoing updates.
www.sidsandkids.org/

There's Something Special About Early Childhood: supporting the best outcomes for
young children, families, community and our nation. A video resource
vimeo.com/channels/606093

Child, Youth and Family Intervention

National

Child Family Community Australia (CFCA) is an information exchange for practitioners,

policy makers, service providers and researchers working with children, families and
communities. CFCA is funded by the Australian Government through the Department of
Social Services aifs.gov.au/cfca/

Child Wise – A not-for-profit organisation dedicated to the prevention of child exploitation

and sexual abuse in Australia, as well as Asia and the Pacific.
www.childwise.net/

The Safeguarding Children Program is a unique voluntary accreditation scheme for

organisations who have a duty of care to children and young people whilst delivering a
service or activity to them and/or their families. It systematically builds the capacity of
organisations to keep children and young people safe from abuse and exploitation by staff,
volunteers or other relevant related individuals.
www.safeguardingchildren.com.au/

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Child Abuse Prevention Service (CAPS) – This organisation is focused on prevention
rather than cure and provide advice and support to parents, carers, children, families and
those working with families and children.
www.childabuseprevention.com.au/

New South Wales

NSW Department of Family and Community Services

www.facs.nsw.gov.au/
NSW Commission for Children and Young People
The role of the NSW Commission for Children and Young People is to promote the safety,
welfare and wellbeing of children and young people in NSW, particularly vulnerable children
and young people. The Commission is also the lead agency for the Working With Children
Check in NSW. www.community.nsw.gov.au/kts/guidelines/roles/commission.htm

Youth Action - Child Protection Guide to Policy and Practice

This Guide provides policies that can be adopted by organisations as their agency child
protection policies, and material providing practice guidance promoting good practice in child
protection and wellbeing.

youthaction.org.au/youthwork/model/child-protection-guide-to-policy-and-practice/

Queensland

The Queensland Family and Child Commission (FCC) - provide expert oversight of
Queensland's child protection system and partner with other government and non-
government agencies to ensure that best practice services are being delivered for the
families and children of Queensland. www.qfcc.qld.gov.au/

Blue Card Services (Queensland Government) - The blue card system is a key prevention
and monitoring system of people working with children and young people in Queensland. It
aims to minimise the risks of harm to children and young people by contributing to the
creation of safe and supportive environments and is founded on the principle that all children
have a fundamental right to be protected from harm. www.bluecard.qld.gov.au/

Victoria

Victorian Department of Justice – information on working with children checks

www.justice.vic.gov.au/workingwithchildren

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Victorian Department of Human Services – information on child protection policy
https://services.dhhs.vic.gov.au/child-protection

South Australia

Government of South Australia Department of Communities and Social Inclusion –

information on child protection policy www.dcsi.sa.gov.au

Australian Capital Territory

Office for Children, Youth and Family Support (OCYFS) part of the ACT Department of
Community Services – works in partnership with the community to protect children and
young people from being harmed. OCYFS also works in partnership with families, carers and
community agencies to ensure children and young people are safe and achieve the best
possible life outcomes. Provides information on youth justice services and care and
protection services to children www.communityservices.act.gov.au/ocyfs

Western Australia

Department of Child Protection and Family Support – information on child and family
support services and includes links to the Signs of Safety Child Protection Practice
Framework, and the Department’s Case Practice Manual
www.dcp.wa.gov.au/Pages/Home.aspx

WA Working with Children Check (WWC Check) is a comprehensive criminal record

check for certain people in child-related work in Western Australia.
https://workingwithchildren.wa.gov.au/

Northern Territory

Northern Territory Department of Children and Families – provides support and services
to promote child safety and family wellbeing in the Northern Territory. Provides information
on child protection, child abuse and sexual offenses against children
https://territoryfamilies.nt.gov.au/#Children_and_families and
https://nt.gov.au/emergency/child-safety

Northern Territory Government Working with Children – provides information for

necessary checks and clearances required for working with children in the Northern
Territory. https://nt.gov.au/emergency/community-safety/apply-for-a-working-with-children-
clearance

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Tasmania

Tasmanian Department of Health and Human Services – information on child protection

and services available for children, families and carers
www.dhhs.tas.gov.au/children/child_protection_services/information_sheets_and_resources

iACECQA, 2013. ‘National Quality Framework’, accessed online 5 March 2013

http://acecqa.gov.au/national-quality-framework/

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